sarjana muda pendidikan(tesol & pendidikan khas)

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Sarjana Muda Pendidikan (TESOL dan Pendidikan Khas) Sidang Akademik 2009/2010

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Page 1: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Sarjana Muda Pendidikan (TESOL dan Pendidikan Khas)Sidang Akademik 2009/2010

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Misi USM

Memimpin dan menginovasi untuk mencapai kecemerlangan

pada peringkat antarabangsa melalui

● Pemajuan dan penyebaran ilmu dan kebenaran,

● Pemupukan kualiti-kualiti yang menekankan kepada kecemerlangan akademik dan Profesional

● Perkembangan individu yang menyeluruh, dan

● Komitmen yang kukuh terhadap aspirasi masyarakat, aspirasi negara dan aspirasi universal.

Objektif USM

Pengajaran, Penyelidikan, Penerbitan dan Perkhidmatan. rMengawal dan Memupuk Keceme langan Dalam Pembelajaran,

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KANDUNGAN MUKA SURAT Misi dan Objektif USM i Kalendar Akademik Sidang 2009/2010 4 Bab 1 - Maklumat Am Pusat Pengajian

a. Sejarah 6 b. Visi dan Misi 6

c. Maklumat Tambahan Pusat Pengajian 6 d. Carta Pegawai Utama PPIP 10 e. Senarai Staf 12

Bab 2 - Sistem dan Maklumat Am Akademik

- Pendaftaran kursus 44 - Unit 48 - Sistem Peperiksaan 49 - Pemindahan/Pengecualian Kredit 54 - Program Pertukaran Pelajar 58 - Mentor-mentee 58

Bab 3 - Keperluan Universiti

- maklumat ringkas keperluan universiti 63 i. Bahasa Malaysia 63 ii. English Language 65 iii. Pelajar Tempatan (TITAS, SHE) 66 iv. Pelajar Antarabangsa (M’sian Studies) 68 v. Kursus Pilihan: 69 - Ko-Kurikulum - Pakej Bahasa Ketiga - Kursus Kemahiran - Kursus Bahasa Asing

Bab 4 - Keperluan Program P. Pengajian - Pengenalan (Sarjana Muda Pendidikan TESOL) 73 - Struktur Rancangan 76 - Syarat Khas PPIP 78 - Rancangan Pengkhususan 83 - Panduan Pendaftaran Kursus 85 - Hasil Pembelajaran Rancangan Sarjana Muda Pendidikan (TESOL) 88 - Sinopsis Kursus 90 - Senarai Kursus Mengikut Semester 105

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- Pengenalan (Sarjana Muda Pendidikan Khas) 106 - Struktur Rancangan 108 - Syarat Khas PPIP 110 - Hasil Pembelajaran (Sarjana Muda Pendidikan Khas) 116-117 - Rancangan Pengkhususan 118 - Panduan Pendaftaran Kursus 120

- Sinopsis Kursus 126

- Senarai Kursus Mengikut Semester 205

Maklumbalas Pembaca 212

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KALENDAR AKADEMIK 2009/2010 [6 Julai 2009 – 4 Julai 2010] BAGI SEMUA RANCANGAN [Kecuali kursus Perubatan/Sains Pergigian] Pendaftaran Diri Pelajar Baru, Sabtu - Ahad, 27 – 28 Jun 2009 MINGGU TARIKH AKTIVITI

1 Isnin, 06.07.09 - Sabtu, 11.07.09 2 Isnin, 13.07.09 - Sabtu, 18.07.09 3 Isnin, 20.07.09 - Sabtu, 25.07.09 4 Isnin, 27.07.09 - Sabtu, 01.08.09 5 Isnin, 03.08.09 - Sabtu, 08.08.09 6 Isnin, 10.08.09 - Sabtu, 15.08.09

] ] Tempoh ] Pengajaran ] dan ] Pembelajaran ]

] ] ] ] ] ]

7 Isnin, 16.08.09 - Ahad, 23.08.09 Cuti Pertengahan Semester

]

8 Isnin, 24.08.09 - Sabtu, 29.08.09 9 Selasa, 01.09.09 - Sabtu, 05.09.09

10 Selasa, 08.09.09 - Sabtu, 12.09.09 11 Isnin, 14.09.09 - Jumaat, 18.09.09

] ] Tempoh ] Pengajaran dan ] Pembelajaran

] ] SEMESTER ] I ]

12 Sabtu, 19.09.09 - Ahad, 27.09.09 Cuti Khas ] 13 Isnin, 29.09.09 - Sabtu, 03.10.09 14 Isnin, 05.10.09 - Sabtu, 10.10.09 15 Isnin, 12.10.09 - Sabtu, 24.11.09 16 Selasa, 20.10.09 - Sabtu, 24.10.09

] Tempoh ] Pengajaran dan ] Pembelajaran ]

] ] ] ]

17 Ahad, 25.10.09 - Ahad, 01.11.09 Minggu Mengulangkaji

] ]

18 19 20

Isnin, 02.11.09 - Sabtu, 09.11.09 Isnin, 09.11.09 - Sabtu, 16.11.09 Isnin, 16.11.09 - Sabtu, 23.11.09

] ] Peperiksaan ]

] ] ]

21 - 25 Ahad, 22.11.09 - Ahad, 27.12.09 Cuti Antara Semester

] ]

26 Isnin, 28.12.09 - Sabtu, 02.01.10 27 Isnin, 04.01.10 - Sabtu, 09.01.10 28 Isnin, 11.01.10 - Sabtu, 16.01.10 29 Isnin, 18.01.10 - Sabtu, 23.01.10 30 Isnin, 25.01.10 - Sabtu, 30.01.10 31 Isnin, 01.02.10 - Sabtu, 06.02.10 32 Isnin, 08.02.10 - Jumaat, 12.02.10

] ] ] Tempoh ] Pengajaran dan ] Pembelajaran ] ]

] ] ] ] ] ] ]

33 Sabtu, 13.02.10 - Ahad, 21.02.10 Cuti Pertengahan Semester

] SEMESTER II

34 Isnin, 22.02.10 - Sabtu, 27.02.10 35 Isnin, 01.03.10 - Sabtu, 03.04.09 36 Isnin, 08.03.10 - Sabtu, 13.03.09 37 Isnin, 15.03.10 - Sabtu, 20.03.10 38 Isnin, 22.03.10 - Sabtu, 27.03.10 39 Isnin, 29.03.10 - Sabtu, 03.04.10 40 Isnin, 04.04.10 - Sabtu, 10.04.10

] ] ] Tempoh ] Pengajaran dan ] Pembelajaran ] ]

] ] ] ] ] ] ]

41 Ahad, 11.04.10 - Ahad, 18.04.10 Minggu Mengulangkaji

] ]

42 Isnin, 19.04.10 - Sabtu, 24.04.10 43 Isnin, 26.04.10 - Jumaat, 30.04.10

] ] Peperiksaan

] ]

44 Isnin, 03.05.10 - Sabtu, 08.05.10 ] ] 45 - 52 Ahad, 09.05.10 - Ahad, 04.07.10 Cuti Panjang /

Latihan Industri

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KURSUS SEMASA CUTI PANJANG

43 – 46 Ahad, 09.05.10 – Ahad, 23.05.10 Cuti 47 – 48 Isnin, 24.05.10 – Sabtu, 05.06.10 Tempoh Mengajar

49 Isnin, 07.06.10 – Sabtu, 12.06.10 Peperiksaan 50 – 52 Ahad, 13.06.10 – Ahad, 04.07.10 Cuti

Nota: Minggu Pengajaran pada hari Sabtu dikhaskan untuk aktiviti Ko-Kurikulum. Tempoh Latihan Industri/Amali tidak mencukupi tempoh 10 minggu

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MAKLUMAT AM PUSAT PENGAJIAN ILMU PENDIDIKAN

1.0 SEJARAH PUSAT PENGAJIAN ILMU PENDIDIKAN [Dahulunya dikenali sebagai CES, Centre For Educational Studies]

Pusat Pengajian Ilmu Pendidikan ditubuhkan pada tahun 1970, setahun selepas

Tujuan utama Pusat ini ditubuhkan adalah untuk menghasilkan guru siswazah sains. Program Ijazah Sarjana muda Sains dengan pendidikan telah ditawarkan selama 4 tahun, dan program ini diintegrasi dengan subjek sains dari Pusat Pengajian Sains (Kimia, Fizik, Biologi dan Matematik) bersama subjek pendidikan. Program ini merupakan yang pertama kalinya di tawarkan di Malaysia pada masa itu.

CES yang sekarang dikenali dengan nama Pusat Pengajian Ilmu Pendidikan (PPIP) telah mencipta sejarahnya tersendiri sebagai Pusat Pertama di Malaysia yang memulakan program Ijazah Sarjana Muda Sains dengan pendidikan dan Program Pengajian Luar Kampus (Off Campus Programme). Di peringkat USM pula, CES adalah pengasas kepada Unit Bahasa, Unit Teknologi Pendidikan dan Unit Pengajian Luar Kampus. Pada awal tahun 1990-an, PPIP telah mengembangkan program peringkat sarjana dengan menawarkan M.Ed dalam pelbagi bidang pendidikan dalam mod kerja kursus. Sehingga tahun 2009, PPIP telah berjaya melahirkan lebih 200 orang graduan di peringkat M.A.Ed. dan lebih 1500 orang graduan M.Ed. PPIP juga menawarkan program ijazah di peringkat kedoktoran, di peringkat PhD dan Ed.D.

1.1 MISI PUSAT PENGAJIAN ILMU PENDIDIKAN

MISI PPIP adalah memaju dan menyebarkan ilmu melalui inovasi pengajaran dan penyelidikan untuk melahirkan pendidik yang cemerlang dengan menawarkan program-program berkualiti, serta memberi sumbangan dengan penuh komitmen kepada masyarakat, negara dan antarabangsa.

1.2 MAKLUMAT TAMBAHAN PUSAT PENGAJIAN

Dasar Bahasa Malaysia Adalah menjadi dasar Universiti Sains Malaysia untuk menggunakan Bahasa Malaysia sebagai bahasa rasmi dan bahasa pengantar utama pengajaran dan penyelidikan. Kerajaan telah menetapkan tahun 1983 sebagai tahun bermulanya kesemua kursus sains di peringkat 100 di Universiti ini diajar dalam Bahasa Malaysia. Untuk mencapai matlamat ini, Universiti Sains Malaysia telah menyediakan satu jadual penggunaan Bahasa Malaysia dalam pengajaran dan peperiksaan.

tertubuhnya USM yang dahulunya dikenali sebagai Universiti Pulau Pinang.

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Untuk menentukan bahawa Bahasa Malaysia digunakan secara meluas, pelajar diwajibkan menjawab soalan peperiksaan dalam Bahasa Malaysia. Mulai Sidang Akademik 1986/87 semua Pusat Pengajian telah menggunakan 100% keperluan Bahasa Malaysia dalam pengajaran dan peperiksaan bagi kursus-kursus prasiswazah.

Hadiah-Hadiah Jenis-jenis hadiah yang diberikan kepada pelajar-pelajar yang menunjukkan pencapaian akademik yang cemerlang adalah seperti berikut:

(a) Hadiah kepujian bagi pelajar terbaik mengikut tahun pengajian. (b) Hadiah Pingat Emas bagi pelajar tahun akhir yang terbaik dalam Rancangan

Sarjana Muda Pendidikan telah dihadiahkan oleh Persatuan Untuk Memajukan Pelajaran Tinggi di Malaysia bagi memperingati Dr. Thio Chan Bee.

(c) Hadiah Pingat Emas Datuk Balwant Singh diberikan kepada pelajar Sains Dengan Pendidikan Tahun Akhir yang pencapaian akademiknya baik dalam bidang pendidikan.

(d) Hadiah Pingat Emas YTM Profesor Dato’ Tunku Ismail bin Tunku Md. Jewa diberikan kepada pelajar Sastera Dengan Pendidikan Tahun Akhir yang pencapaian akademiknya baik dalam bidang pendidikan.

(e) Hadiah Buku Paul Chang diberikan kepada pelajar Tahun Akhir yang pencapaian akademiknya baik dalam bidang pendidikan.

(f) Hadiah Pingat Emas Canselor dianugerahkan kepada pelajar yang pencapaian akademiknya cemerlang dan juga aktif dalam berbagai bidang.

(g) Hadiah Pingat Emas (Persatuan Wanita) Universiti Sains Malaysia untuk pelajar wanita Tahun Akhir yang terbaik di dalam semua lapangan (akademik dan kegiatan kokurikulum).

Jawatankuasa Staf Pelajar Pusat Pengajian Ilmu Pendidikan amat menyedari tentang pentingnya mengadakan perhubungan rapat dengan pelajar-pelajar berkaitan kurikulum dan aspek-aspek lain. Untuk tujuan itu Jawatankuasa Staf Pelajar yang dipengerusikan oleh Timbalan Dekan dan ahli-ahlinya yang terdiri daripada Kaunselor, wakil staf dan wakil-wakil pelajar Pusat Pengajian Ilmu Pendidikan telah ditubuhkan.

Fungsi utama Jawatankuasa ini adalah untuk mendapat maklumat, komen dan juga sebarang aduan mengenai perkara-perkara akademik, disiplin, pentadbiran dan lain-lain masalah dari pelajar-pelajar. Dari perbincangan dua hala ini sebarang kerumitan dan salah anggap dapat dihindarkan. Perhubungan yang rapat sesama pelajar juga dapat dipupuk melalui aktiviti-aktiviti Persatuan Pendidikan, USM.

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Jurnal Pendidikan Jurnal Pendidik dan Pendidikan adalah terbitan tahunan Pusat Pengajian Ilmu Pendidikan. Jurnal ini memuatkan topik-topik yang berkaitan dengan isu-isu dan perkembangan pendidikan.

Diges Pendidik Diges Pendidik merupakan satu lagi wahana penyebaran ilmu Pusat Pengajian Ilmu Pendidikan yang diterbitkan 2 kali setahun. Diges Pendidik memuatkan artikel-artikel terpilih di samping beberapa ruangan tetap seperti ulasan buku, abstrak kajian dan ruang penulis jemputan. Para pelajar digalakkan menyumbang bahan-bahan tulisan untuk dimuatkan dalam diges tersebut.

Unit Penyelidikan Pendidikan Asas (UPPA)

Sebuah unit penyelidikan dalam bidang pendidikan asas telah diwujudkan di bawah naungan Pusat Pengajian Ilmu Pendidikan. Unit ini berfungsi sebagai pusat penyelidikan utama yang mengendalikan urusan-urusan penyelidikan dan projek-projek Pendidikan Sekolah Rendah, prasekolah, psikometrik dan penilaian pendidikan. Di unit ini terdapat koleksi laporan-laporan penyelidikan dalam bentuk monograf dan bahan modul.

Kemudahan-Kemudahan Pusat Pengajian Pusat Pengajian Ilmu Pendidikan menyediakan kemudahan-kemudahan berikut untuk kegunaan pelajar-pelajar.

(a) Bilik Pengajaran Mikro

(i) studio rakaman

(ii) bilik tayangan

(b) Bilik Sumber (c) Bilik Kaunseling - kaunseling individu dan kelompok (d) Makmal Pengajaran Matematik (e) Makmal Pengajaran Biologi (f) Makmal Pengajaran Kimia (g) Makmal Pengajaran Fizik (h) Bilik Komputer (i) Makmal Psikometrik (j) Bilik Pengajaran Bahasa (k) Bilik Persatuan Pendidikan (l) Bilik Diskusi Akademik (m) Bilik Siswazah (n) Bilik Pendidikan Khas

Prinect Color Editor
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Program Pengajian Siswazah Dalam Program Pengajian Siswazah, PPIP menawarkan program-program berikut: a. M.Ed (Sarjana Pendidikan) – Kerja Kursus b. MA(Ed) (Sarjana Pendidikan) - Penyelidikan c. Ph.D (Ijazah Kedoktoran Penyelidikan) d. Ed.D (Ijazah Kedoktoran Kerja Kursus)

a. penuh masa b. sambilan

a. Kerja kursus (Ed.D) b. Penyelidikan Untuk Program Sarjana PPIP menawarkan 8 bidang pengkhususan: a. Bidang Pengajian Kurikulum b. Bidang Pengurusan Dan Pentadbiran Pendidikan c. Bidang Psikometrik Dan Pengujian Pendidikan d. Bidang Pendidikan Sains e. Bidang Pendidikan Bahasa Inggeris/Tesol f. Bidang Teknologi Pendidikan g. Bidang Psikologi Pendidikan h. Bidang Bimbingan Dan Kaunseling Untuk Program Ed.D PPIP menawarkan 3 Bidang Pengkhususan

a. Pendidikan Sains b. Teknologi Pendidikan c. Kurikulum dan Pengajaran

Program M.Ed dan Ph D boleh diambil secara:

Program M.Ed dan Ph D ini juga di tawarkan secara:

.

.

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PEGAWAI UTAMA PUSAT PENGAJIAN ILMU PENDIDIKAN

TIMBALAN-TIMBALAN DEKAN

Prof. Madya Munirah Ghazali (Akademik & Pembangunan Pelajar)

(Pengajian Siswazah & Penyelidikan)

* Memangku Timbalan Dekan (PS & P) 1 Mei 2009 -31 Dis 2009

DEKAN

Profesor Abdul Rashid Mohamed

Encik Ramli Osman

KETUA PENOLONG PENDAFTAR

Prof. Madya Sharifah Norhaidah

Syed Idros

PENYELARAS UNIT PENYELIDIKAN

PENDIDIKAN ASAS

Puan Haslinda Yusof

PENOLONG PENDAFTAR

Dr. Hairul Nizam Ismail

Prinect Color Editor
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PENGERUSI-PENGERUSI RANCANGAN

LATIHAN MENGAJAR & PRAKTIKUM

DOKTOR PENDIDIKAN SARJANA PENDIDIKAN (KERJA KURSUS)

SARJANA MUDA PENDIDIKAN(Pendidikan Khas)

SARJANA MUDA PENDIDIKAN(Prasekolah)

Dr. Shuki Osman Dr. Fadzilah Amzah Dr. Hazri Jamil

Prof. Madya Nor Hashimah Hashim

Dr. Lee Lay Wah

Dr. Tan Kok Eng Prof. Madya Rohizani Yaakub Prof. Madya Ahmad Nurulazam Md Zain

Prof. Madya Anna Christina Abdullah

SARJANA MUDA SAINS DENGAN PENDIDIKAN

SARJANA MUDA SASTERA DENGAN PENDIDIKAN

SARJANA MUDA PENDIDIKAN (TESOL)

PENGERUSI JARINGAN INDUSTRI & MASYARAKAT

Dr. Nordin Abd Razak

SARJANA MUDA PENDIDIKAN (Sains/Sastera)

* Memangku Pengerusi Rancangan Doktor Pendidikan

1 Mei 2009 -31 Dis 2009

Prinect Color Editor
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12

SENARAI STAF AKADEMIK PUSAT PENGAJIAN ILMU PENDIDIKAN

STAF AKADEMIK

DEKAN Profesor Abdul Rashid Mohamed TIMBALAN DEKAN (AKADEMIK & PEMBANGUNAN PELAJAR) Prof. Madya Munirah Ghazali TIMBALAN DEKAN (PENGAJIAN SISWAZAH & PENYELIDIKAN) Dr. Abdul Ghani Kanesan Abdullah (Bercuti Sabatikal dari 1 Mei 2009 -31 Jan 2010) Prof. Madya Hairul Nizam Ismail (Memangku dari 1 Mei 2009 -31 Dis 2009) PENYELARAS, UNIT PENYELIDIKAN PENDIDIKAN ASAS Prof. Madya Sharifah Norhaidah Syed Idros PENGERUSI RANCANGAN LATIHAN MENGAJAR & PRAKTIKUM Dr. Shuki Osman PENGERUSI RANCANGAN DOKTOR PENDIDIKAN Prof. Madya Dr. Hairul Nizam Ismail Dr. Fadzilah Amzah (Memangku dari 1 Mei 2009 -31 Dis 2009) PENGERUSI RANCANGAN SARJANA PENDIDIKAN (Kerja kursus) Dr. Hazri Jamil PENGERUSI RANCANGAN SARJANA MUDA PENDIDIKAN (Sains/Sastera) Dr. Nordin Abd Razak PENGERUSI RANCANGAN SARJANA MUDA PENDIDIKAN (Pendidikan Khas) Dr. Lee Lay Wah PENGERUSI RANCANGAN SARJANA MUDA PENDIDIKAN (Pendidikan Prasekolah) Prof Madya Nor Hashimah Hashim PENGERUSI RANCANGAN SARJANA MUDA PENDIDIKAN (TESOL) Dr. Tan Kok Eng PENGERUSI RANCANGAN SARJANA MUDA SASTERA DENGAN PENDIDIKAN

Prof. Madya

Rohizani Yaakub

Prinect Color Editor
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PENGERUSI RANCANGAN SARJANA MUDA SAINS DENGAN PENDIDKAN Prof. Madya Ahmad Nurulazam Md. Zain PENGERUSI JARINGAN INDUSTRI & MASYARAKAT Prof. Madya Anna Christina Abdullah KETUA PENOLONG PENDAFTAR Encik Ramli Osman PENOLONG PENDAFTAR Puan Haslinda Yusof

JAWATAN BIDANG PENGKHUSUSAN E-mel/Ext

Abdul Rashid Mohamed Cert.Ed. (LI), B.Ed (TESL) (UPM), M.A, Ph.D (East. Angalia)

Kaedah Mengajar Bahasa Inggeris, Penyelidikan Pendidikan, e-Leaning

[email protected] 3809

**See Ching Mey B.A., Dip.Ed., M.Ed. (Malaya), Ph.D. (Ohio State) (Cuti Sabatikal dari 1 Jan 2009 – 30 Sep 2009)

Psikologi Pendidikan, Psikologi Kaunseling, Pendidikan Kaunselor, Ujian Psikologi, Kesihatan Mental, Pendidikan Khas

[email protected] 2575

PROFESOR MADYA

Ahmad Nurulazam Md.Zain B.Sc. M.A. (W.Michigan), Teaching Cert., Ph.D. (Michigan State)

Kaedah Mengajar Fizik, Pendidikan Sains, Pendidikan Komputer

[email protected] 2971

Ahmad Tajuddin Othman B.Sc. (Oklahoma State), M.Sc (Tennessee), Ph.D. (Purdue)

Pendidikan Jasmani & Kesihatan, Fisiologi Senam, Kecergasan Fizikal, Promosi

[email protected] 3765

Anna Christina Abdullah B.A.Ed., M.Ed. (USM), Ph.D. (UKM)

Pendidikan Sekolah Rendah, Pendidikan Prasekolah,

[email protected] 2969

Fatimah Saleh B.Sc.Ed. (Malaya), M.Sc. Ed. (S.Illinios), Ph.D. (Malaya)

Pendidikan Matematik, Pendidikan Guru, Pendidikan Prasekolah (Matematik)

[email protected] 2558

Pengajian urikulum

Kesihatan

K

Prinect Color Editor
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**Fong Soon Fook B.Sc.Ed., (USM), M.Ed. (USM), Ph.D. (USM) (Cuti Sabatikal dari 1 Ogos 2009 – 31 Dis 2009)

ICT Pendidikan Multimedia; Pembelajaran Berasaskan Komputer PBK; Interaksi Aptitude-Olahan; Reka Bentuk Pengajaran; Sistem Teknologi Pengajaran; e-Pembelajarn; Sistem Pengurusan Konten Pembelajaran; Pedagogi Kurikulum; Peningkatan Kualiti Latihan melalui Teknologi Pembelajaran Interaktif

[email protected], [email protected] 2968

Hairul Nizam Ismail B.A, M.Sc., Ph.D (Indiana)

Psikologi Pendidikan/ Sains

Teknologi Pengajaran, Kognitif Neurosains.

[email protected] 3760

Hashim Othman Cert.Ed. B.A. (Malaya) M.Ed. (UKM), P.h.D. (USM)

Pendidikan Bahasa Melayu, Pengajian Kurikulum, Penilaian Bahasa

[email protected] 2970

+Ishak Ramly B.A., Dip.Ed., M.Ed. (Malaya), Ph.D. (Bangor)

Kesusasteraan Melayu, Pengajaran Bahasa dan Pengajian Kurikulum.

[email protected] 2566

+Khadijah Zon B.A. Dip.Ed. (Mal.), M.Sc.Ed. (Indiana), Ph.D. (UKM)

Pendidikan Perbandingan, Perkembangan Pendidikan

[email protected] 3242

Lim Chap Sam Dip.Ed., B.Sc., M.Ed. (Malaya), Ph.D. (Exeter)

Pendidikan Matematik; Kajian Silang Budaya: Kajian Pelajaran (Lesson Study);Nilai dan bilingualisma dalam pendidikan matematik; Analisis data Kualitatif.

[email protected] 3758

+Mildred Nalliah B.A., Dip.Ed. (Malaya). M.Sc. (Edin.), Ph.D. (Leicester)

Kaedah Mengajar TESOL, Pendidikan Perguruan TESOL, Linguistik Gunaan

[email protected] 3764

Pembelajaran, Sistem

Prinect Color Editor
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**Munirah Ghazali SPLI (MPPP), B.Sc.Ed. (West Micigan), M.A.Ed. (Bermingham), Ph.D. (UTM) (Cuti Sabatikal dari 29 Nov 2009 – 28 Apr 2010)

Pendidikan Matematik, Pendidikan Komputer, Numerasi dan Pendidikan Tenaga

[email protected] 2576

Nor Hashimah Hashim Cert.Ed. (MWTC), B.Ed. (UPM), M.Ed. & Ph.D. (Leeds)

Pendidikan Sekolah Rendah, Pendidikan Prasekolah, Pengajaran Bahasa, Pengajian Kurikulum

[email protected] 2974

**Sharifah Norhaidah Syed Idros B.Sc.(Hons) (USM), M.A. (USM), Ph.D. (USM) (Cuti Sabatikal dari 1 Feb 2009 – 30 Apr 2010)

Pendidikan Sains, Pendidikan Kelestarian Teknologi Pendidikan, Reka Bentuk Pengajaran

[email protected] 2399

+Subadrah Madhawa Nair Cert.Ed. (DTC) B.A., M.Ed. (Malaya), Ph.D. (USM)

Kaedah Mengajar Bahasa Melayu, Kesusasteraan Melayu

[email protected] 2568

Rohizani Yaakub Cert.Ed. (MPSAH), B.Ed. (UPM), M.A. (UKM), Ph.D. (UKM)

Pengajian dan Persuratan Melayu, Kaedah Mengajar Bahasa dan Kesusasteraan Melayu, Pengajian kurikulum

[email protected] 2965

**Zurida Ismail B.Sc., M.Sc (N.Illinois), Ph.D. (Georgia) (Cuti Sabatikal dari 1 Dis 2009 – 30 Apr 2010)

Pendidikan Sains, Kaedah

Pengukuran

[email protected] 3762

PENSYARAH KANAN

Abdul Jalil Ali B.Ed. (USM), M.A. (Ohio State),Ph.D. (Wisconsin)

Kepimpinan Pendidikan dan Analisis Polisi

[email protected] 2563

Aziah Ismail B.A.Ed (USM), M.Ed. (UM), Ph.D (UM)

Pengurusan, Perancangan dan Dasar Pendidikan dan Pendidikan Tinggi

[email protected] 2564

Mengajar Kimia, Penilaian dan

Prinect Color Editor
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Abdul Rashid Hj. Mohamad Cert.Ed. (MPSAH), B.Ed.(UPM), M.Sc.(Manchester) Ph.D (USM)

Bimbingan dan Kaunseling, Kaunseling Keluarga, Kaunseling Pendidikan Khas, Kesihatan Mental, Pembangunan Sumber Manusia, Stail Coping Hidup/Akademik

[email protected] 2967

**Abdul Ghani Kanesan Abdullah B.Ed (Hons)., M.Ed., Ph.D. (USM) (Cuti Sabatikal dari 1 Mei 2009 – 31 Jan 2010)

Pengurusan dan Pentadbiran Sekolah, Kepimpinan dan Keberkesanan Sekolah Kaedah Penyelidikan Kuantitatif, Analisis Statistik Pendidikan.

[email protected] 3232

Abd. Rahman Hj Abd. Aziz Sijil Guru (MPSP), B.A. Hons (USM), M.Sc. (UPM)

Kaedah Mengajar Kesusasteraan Melayu

[email protected] 2566

Aznan Che Ahmad Cert.Ed. (MPSAH), Cert. Ed (Deaf) (MPIK), Dip.Ed. (MPIK), B.Ed. (UKM), M.A. (UKM), Ph.D. (Melbourne)

Pendidikan Khas (Masalah Pendengaran, Penglihatan, Pembelajaran, Pemulihan Khas), Pra Sekolah, Kemahiran Hidup

2984

Azidah Abu Ziden B.A (Hons) (Lancashire), M.Ed. (UTM), Ph.D. (University Of Canterbury New Zealand)

Teknologi Pendidikan/Rekabentuk Pengajaran (e-Learning)

2979

Fadzilah Hj Amzah B.A.Ed. (USM) M.A. (USM) Ph.D (UM)

Kaedah Mengajar Kesusasteraan Rekabentuk Pengajaran Kesusasteraan Melayu

[email protected] 3239

**Hashimah Mohd. Yunus B.Sc.Ed. (Hons) (USM), M.Ed. (USM), M.Ed. (USM), Ph.D. (UK) (Cuti Sabatikal dari 15 Okt 2009 – 14 Julai 2009)

Pengajian kurikulum, Pendidikan Sains Kaedah Mengajar Biologi, Metodologi Penyelidikan-Kajian Tindakan

[email protected] 2574

Prinect Color Editor
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Hazri Bin Jamil B.A. Ed. (USM), M.Ed (USM), Ph.D (Sheffield)

Kajian Polisi (Perspektif Sosiologi) Metodologi Penyelidikan Kualitatif, Kurikulum dan Pedagogi, Pendidikan Sejarah

[email protected] 2989

Lee Lay Wah B.Sc.Ed., RSTP, M.Ed. (USM), P.hD. (UKM)

Pendidikan Khas, Pendidikan Inklusif, Pemulihan Khas, Disleksia, Masalah Pembelajaran, Masalah Penglihatan, Teknologi Pendidikan Khas, Teknologi Pendidikan

[email protected] 2564

**Leong Lai Mei B.Sc. (Hons), Dip.Ed. (UM), M,Sc. (UK), Ph.D. (USM) (Cuti Sabatikal dari 6 Dis 2009 – 5 Sep 2010)

TESL/Matematik, Pendidikan Multimedia & IT

[email protected] 3245

Lim Hooi Lian B.A(Ed.) (USM), M.Ed. (USM), Ph.D (UM)

Pengukuran dan Penilaian Pendidikan

[email protected] 3765

Mohd Ali Samsudin BSc. Ed. (USM), M.Ed (USM), Ph. D (UKM)

Pendidikan Fizik, Pendidikan Sains, Stastistik dan Psikometrik Gunaan dalam Pendidikan

[email protected] 2565

**Mohamad Hashim Othman Cert.Ed. (MPSP), B.Ed. (UPM), M.Ed. Ph.D. (USM) (Cuti Sabatikal dari 20 Nov 2008 – 19 Sep 2009)

Kaunseling kanak-kanak & Remaja, Kaunseling Kerjaya & Vokasional, Kaunseling Perkahwinan & Kekeluargaan

[email protected] 2987

Melissa Ng Lee Yen Abdullah B.A. Ed. (USM) M.Ed. (UM), Ph.D. (UPM)

Psikologi Pendidikan [email protected] 3428

*Mohd Norawi Bin Ali Dip.Ed. (UPSI). B.Sc. (USM), M.Ed. (USM) (Cuti Belajar dari 23 Dis 2008 – 22 Dis 2011)

Kaedah Mengajar Fizik, Teknologi Pendidikan

[email protected] 3240

Prinect Color Editor
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Mohd Zuri Ghani B.Edu (UKM) M.Ed (UKM), Ph.D (UKM)

Pend.Khas (Pintar Cerdas & Berbakat)

[email protected] 2558

Mohamad Zohir Ahmad @ Shaari Cert. Ed. (MPSAH), B.A. (Hons), M.Ed. (USM)

Kaedah Mengajar Geografi, Pengajian Kurikulum

[email protected] 2988

Mohamad Jafre Zainol Abidin B.A (Ed)(Hons)(USM) Adv. Dip. Applied Linguistics (Edin) M.Ed,Ph.D (Keele)

Kaedah Mengajar Bahasa Inggeris (TESOL), Pembentukan Bahan, dan Bahasa Inggeris untuk Tujuan Khusus.

[email protected] 2557

Maznah Ali B.Sc. Indiana University, (US), M.Ed. (University of Cincinnati, Ohio, (USA)

Pendidikan Sains, Kaedah Mengajar Biologi

[email protected] 2978

**Muhammad Kamarul Kabilan Bin Abdullah B.A. Ed. (Hons.) (USM), M.Sc. TESL (UPM), Ph.D. TESL (UKM) (Cuti Sabatikal dari 1 Dis 2009 – 31 Ogos 2009)

Kaedah Mengajar Bahasa Inggeris (TESL)

[email protected] 2966/2151

Norlida Ahmad B.A. (Lit) Wilmingon College, Ohio, USA M.A. (TESL) University of Illinos, USA

Pembelajaran Bahasa Inggeris sebagai Bahasa Kedua, Pendidikan Menengah, Bahasa

Kesusasteraan Inggeris

[email protected] 2975

Nik Rosila Nik Yaacob B.Islamic Ed. M.Ed. (UM) Ph.D (ISTAC, UIA)

Psikologi & Kaunseling Islam, Psikologi Pendidikan, Pendidikan Islam

[email protected] 2571

Nor Shafrin Ahmad B.Ed. (UPM), M.Ed. (USM), Ph.D. (UKM)

Psikologi Kaunseling, Intervensi Krisis, Pengurusan trauma (Penderaan Seksual)

[email protected] 2569

Inggeris untuk tujuan khas,

Prinect Color Editor
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Nordin Bin Abd Razak Dip.Sc. & Ed (UTM), B.Ed (USM), M.Ed. (USM), Ph.D (Flinders, Adelaide)

Metodologi Penyelidikan Kuantitatif, Pengukuran dan Analisis Statistik, Kajian Bandingan (Analisis Silang Budaya) Kepimpinan dan Pengurusan Sekolah, Tingkah laku dalam Organisasi, Pendidikan Sains Pengurusan Sekolah, Tingkahlaku

[email protected] 2986

Nooraida Yakob Dip.Ed. (USM), B.Sc (Hons) (North Texas), M.Ed. (USM), Ph.D. (UKM)

Kurikulum & Pedagogi, Pendidikan Sains (Biologi dan Kimia)

[email protected] 2973

Najeemah Mohd. Yusof B.A. (Hons) (UM),M.Ed. (USM), Ph.D (USM)

Sosiologi Pendidikan, Pendidikan Prasekolah, Pendidikan Pelbagai Budaya

[email protected] 2574

Ong Saw Lan B.Sc. (Hons) (UM), M.Ed. (UM), Ph.D (USM)

Psikometrik, Pengujian & Pengukuran Pendidikan, Pendidikan Sains & Matematik, Kaedah Mengajar Fizik

[email protected] 3240

Rahimi Che Aman B.Ed. (UPM) M.A (UKM) Ph.D (USM)

Bimbingan dan Kauseling “Brief kaunseling”

[email protected] 3239

Salmiza Saleh B.Sc.Ed (UM), M.Ed. (USM), Ph.D (UKM)

Kaedah Mengajar Fizik, Pendidikan Sains dan Matematik, Pengajaran dan Pembelajaran, Berasaskan Otak, Pendidikan Tenaga.

[email protected] 2977

Shafia Abdul Rahman B.Sc. (Alabama), M.A. (London), PhD (Milton Keynes, UK)

Pendidikan Matematik, Kaedah Mengajar Matematik, Pemikiran Matematik Peringkat Tinggi

[email protected] 3237

Shahizan Hasan Cert.Ed. (MPKI), B.Ed. (UPM), M.A. (W.Michigan), Ph.D. (Leeds-York St John College, York)

Kau seling Agensi Komuniti, Kau seling Sekolah

[email protected] 3238

Bimbingan & Kaunseling,

nn

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Shaik Abdul Malik Mohamed Ismail Cert.Ed. (MPSP) B.Ed (USM) M.Sc, Ph.D (Winsconsin)

Kurikulum dan Pengajaran, Pentadbiran Pendidikan, Pendidikan Sekolah Rendah

[email protected] 2568/3751

Shuki Osman B.A., M.Sc.Ed. (S.Illinois), Ph.D. (USM)

Kurikulum dan Pengajaran, Pendidikan Geografi

[email protected] 3763

Siti Hawa Binti Abdullah Dip. Islamic Counseling (IPPIM), Dip.Ed. Hons (Malaya), B.A. Hons (Malaya),M.Ed. (Wales). Ph.D. (Malaya)

Kurikulum dan Pengajaran, Pendidikan Sejarah, Kaedah Mengajar Sejarah, Kaunseling Islam

[email protected] 2976

Tan Kok Eng B.Sc.Ed, M.Ed. (USM), Ph.D (Monash)

Pengajaran Bahasa Inggeris, TESOL

[email protected] 3763

**Tang Keow Ngang Cert. ed. (MPSP), B.Ed. (UPM), M.A. (UPM), Ph.D. (UPM) (Cuti Sabatikal dari 15 Nov 2008 – 14 Julai 2009)

Pengajaran Bahasa Malaysia, Pentadbiran Pendidikan

[email protected] 3764

Termit Kaur Ranjit Singh B.Comm. (Deakin), Grad. Cert. Tertiary Teaching & Learning (RMIT), M.Sc. IT (Lincoln), Ed.D (USM)

Kaedah mengajar Ekonomi dan Perdagangan, Teknologi Pendidikan

[email protected] 3760

Thevananthan A/L Nithyanantham B.Sc(Hons) Universiti Toronto M.Ed Universiti Maryland Ed.D Universiti Maryland

Neurosains, Pendidikan Antarabangsa

[email protected] 2559

PENSYARAH

Aswati Hamzah B.Ed. (USM), M.A.Ed. (Cardiff-Wales) Ph.D. (USM)

Psikologi Pendidikan, Perkembangan Kognitif Awal kanak-kanak

[email protected] 3762

Prinect Color Editor
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Chew Cheng Meng Cert. Ed. (MPPP), B.Ed. (USM), M.Ed. (USM), Ph.D. (UM)

Pendidikan Matematik [email protected] 3758

Norizan Binti Esa P.G.C.E (Manchester), B.Sc. (Hons) (Manchester), M.A.Ed (Lancaster), Ph.D (USM)

Pendidikan Sains, Kaedah Mengajar Biologi, Pendidikan Statistik, Pendidikan untuk Pembangunan Lestari

[email protected] 2569

Shahabuddin Bin Hashim B.A (Hons) (USM), M.Ed. (USM)

Psikologi Pendidikan [email protected] 2552

Wun Thiam Yew Cert. Ed. (MPPPP) B.A (Malaya) M.Ed. (Malaya)

Pendidikan Matematik [email protected]

#Amelia Abdullah B.Ed (Exeter,UK) M.Ed(USM) (Disandarkan di PPIP dari 10 Feb 2009 – 9 Ogos 2009)

Pendidikan IT dan Multimedia [email protected]

Jamal Safri Saibon B.Ed (USM) M.Ed (USM) Ph.D (USM)

Sosiologi Pendidikan, Sosial Devian dalam Pendidikan, (Tingkah Laku Buli dan Juvenile Delinkuen) Pendidikan Geografi.

[email protected] 3238

#Rabiatul Adawiah Ahmad Rashid B.A (Hons) (IIUM), M.Ed (UM) (Disandarkan di PPIP dari 10 Feb 2009 – 9 Ogos 2009)

Falsafah Pendidikan Adawiahrashid@ yahoo.com

Zainudin Mohd Isa B.Ed (Hons) (UKM) M.Ed (UKM) Ph.D (UKM)

Perancangan Kurikulum, Pendidikan Kanak Kanak Berkeperluan Khas Masalah Pembelajaran (LD), Pendidikan Pemulihan

Nodin_isa@yahoo. com.my 3237

Petunjuk : + Kontrak Staf ** Sabatikal

# Sandaran * Cuti Belajar

*

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PEGAWAI-PEGAWAI UTAMA PUSAT PENGAJIAN SAINS KAJIHAYAT

Dean PROFESSOR ABU HASSAN AHMAD Deputy Dean (Academic & Student Development) ASSOC. PROFESSOR AHMAD SOFIMAN OTHMAN Deputy Dean (Post Graduate Studies & Research) PROFESSOR DARAH IBRAHIM Programme Chairman Agrobiology ASSOC. PROFESSOR HASNAH MD. JAIS Aquatic and Environmental Biology MR. MOHAMED HIFNI MOHD BAHARUDDIN Biology and Management of Vectors and Parasites MR. AHMAD RAMLI SAAD Plant and Animal Biology ASSOC. PROFESSOR SHAHRUL ANUAR MOHD SAH Biotechnology ASSOC. PROFESSOR MOHAMMED RAZIP SAMIAN Microbiology DR. AMIR HAMZAH AHMAD GHAZALI Division of Industry & Community Network DR. K. SUDESH KUMAR Deputy Registrar HJ. MOHAMAD SHAHUL HAMID Assistant Registrar MR. MOHD YUSOF HJ. ABDULLAH

Prinect Color Editor
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ACADEMIC STAFF

PROFESSOR

TELEPHONE EXTENSION

E-MAIL

Abd. Wahab A. Rahman 3505 [email protected] Abu Hassan Ahmad 3815/3181/3504 [email protected] Baharuddin Salleh 4001 [email protected] Chan Lai Keng 3520 [email protected] Darah Ibrahim 2926/4174 [email protected] Dato’ Zubir Din 3534 [email protected] Ibrahim Che Omar * Secondment to

Universiti Malaysia Kelantan

[email protected]

Lee Chow Yang 3523/4151 [email protected] Mashhor Mansor 3518 [email protected] Mohd. Nazalan Mohd. Najimudin 4007/3080 [email protected] Roshada Hashim 2930/4016/2713 [email protected] Zulfigar Yasin 3500 [email protected] ASSOCIATE PROFESSOR Ahmad Sofiman Othman 4019/4054 [email protected] Che Salmah Md. Rawi 4061 [email protected] Chong Shu Chien @ Alexander 4053/4532 [email protected] Hasnah Md Jais 4009 [email protected] Hideyuki Nagao 3522 [email protected] K. Sudesh Kumar 4367 [email protected] Kamaruzaman Mohamed 4005 [email protected] Mohammed Razip Samian 4007 [email protected] Ng Wing Keong 4005 [email protected] Shahrul Anuar Mohd. Sah 3524 [email protected] Shaida Fariza Sulaiman 4056 [email protected] Siti Azizah Mohd. Nor 4004 [email protected] Uyub Abdul Manaf 4002 [email protected] Zairi Jaal 3053/3048 [email protected] SENIOR LECTURER Ahmad Ramli Mohd Yahya 4002/4054 [email protected] Ahmad Ramli Saad 3516 [email protected] Aida Baharuddin 4052/2435 [email protected] Amir Hamzah Ahmad Ghazali 4008 [email protected] Amirul Al-Ashraf Abdullah 4013 [email protected] Asyraf Mansor 3525 [email protected] Baharuddin Sulaiman 3526 [email protected] Chuah Min Shing 3522 [email protected] Foong Swee Yeok 3511 [email protected] Khairun Yahya 3509/8852750 [email protected]

Prinect Color Editor
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Latiffah Zakaria 3506 [email protected] Mansor Mat Isa 3524 [email protected] Maziah Zakaria 3523 [email protected] Mohamed Hifni Mohd. Baharuddin 3510 [email protected] Nurul Salmi Abdul Latip 3510 [email protected] Rahmad Zakaria 3524 [email protected] Rashidah Abdul Rahim 2450/4006 [email protected] Siti Nurdijati Baharuddin 3521 [email protected] Sreeramanan Subramaniam 3528 [email protected] Tan Shau Hwai, Aileen 3508 [email protected] Wan Maznah Wan Omar 3533 [email protected] Yahya Mat Arip 4013 [email protected] Zary Shariman Yahaya 4001 [email protected] LECTURER Normi Mohd Yahaya 3513 [email protected] Suriyati Mohamad 4006 [email protected] INSTRUCTORS Hasni Abu Hassan 2713 [email protected] Hassan Hj. Abdullah 3515 [email protected] Hj. Hazli Hj. Abd Muid 3515 [email protected] Mageswary A/P Muthusamy 3517 [email protected] Nazri Abdullah 3525 [email protected] Rosilawati Abdullah 2713 [email protected] Siti Ruzainah Omar 3963 [email protected] Zarina Mohd. Yassan 4010 [email protected] Zulkaflee Ali 2713 [email protected]

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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SENARAI STAF AKADEMIK PUSAT PENGAJIAN SAINS KIMIA

PENTADBIRAN JAWATAN E-MEL

DEKAN Prof. Wan Ahmad Kamil Mahmood

[email protected] [email protected]

TIMBALAN DEKAN (AKADEMIK & PEMBANGUNAN PELAJAR) Dr. Afidah Abdul Rahim

[email protected] [email protected]

TIMBALAN DEKAN (PENGAJIAN SISWAZAH & PENYELIDIKAN) Prof. Bahruddin Saad

[email protected] [email protected]

PENGERUSI-PENGERUSI

Pengajian Program Sains Tulen Prof. Yeap Guan Yeow

[email protected]

Pengajian Program Sains Gunaan Prof. Norita Mohamed

[email protected]

Pembelajaran dan Pengajaran Peringkat 100 Prof. Madya Wan Saime Wan Ngah

[email protected]

Makmal MUPA, Peralatan Penyelidikan dan Teknologi Maklumat Prof. Mohd Asri Mohd Nawi

[email protected]

Keselamatan, Hubungan/ Latihan Industri dan Alumni Prof. Madya Mohd Jain Noordin Mohd Kassim

[email protected]

Penolong Pendaftar Kanan Hjh. Zali Zaiton Hj. Hussin

[email protected]

Penolong Pendaftar Cik Nursyaraffin Syed Mohd Shukor

[email protected]

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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STAF AKADEMIK PROFESOR Bidang

Pengkhususan E-MEL

BOEY PENG LIM B.Sc. (Malaya), Ph.D. (USM)

Kimia Indusri

[email protected]

BAHRUDDIN SAAD B.Sc. (Indiana), M.Sc. (N. Texas) Ph.D. (Wales)

Kimia Analisis [email protected]

JAMIL ISMAIL B.Sc. (UKM), Ph.D. (Lond). DIC.

Kimia Industri [email protected]

LIM POH ENG B.Sc. (Malaya), M.Sc. (Leeds) Ph.d. (Chicago) FMIC,CChem, MRSC

Kimia Fizik [email protected]

MOHD. ASRI MOHD NAWI B.Sc. (Indiana), M.Sc, Ph. D (Miami)

Kimia Analisis [email protected]

DATO’ MUHAMMAD IDIRIS SALEH B.Sc Drs. (Gadjah Mada) Ph.D (Kent), FMIC, SMIC, FMSA, D.S.D.K

Kimia Analisis [email protected]

NORITA MOHAMED B.Sc. (N. Illinois), Ph.D. (Kansas State)

Kimia Analisis [email protected]

TEOH SIANG GUAN B.Sc. (USM), Dip. Ed. (Malaya) M.Sc, Ph.D. (USM) Amic, CChem, MRSC.

Kimia Takorganik [email protected]

WAN AHMAD KAMIL MAHMOOD B.Sc., M.Sc. (N. Illinois), Ph.D. (Idaho) Sigma Xi AMIC, CChem, MRSC.

Kimia Takorganik [email protected]

YEAP GUAN YEOW B.Sc. (USM), Ph.D. (USM) ADV. DIP.(TIT, JAPAN)

Kimia Takorganik [email protected]

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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PROFESOR MADYA

AHMAD MD. NOOR B.Sc., Drs. (Gadjah Mada) M.Sc. (Lancaster) Ph.D. (USM), AMIC.

Kimia Fizik [email protected]

FAROOK ADAM B.Sc., M.Sc. (USM) D.Phil.(Sussex)

Kimia Takorganik [email protected]

MAS ROSEMAL HAKIM MAS HARIS B.Sc., M.Sc. (Louisiana) Ph.D.(Virginia Tech) AMIC

Kimia Takorganik [email protected]

MOHAMAD ABU BAKAR B.Sc. (Loughborough) M.Sc.,D. Phil (Sussex)

Kimia Industri [email protected]

MOHD. JAIN NOORDIN MOHD KASSIM B.Sc., Drs. (I.T. Bandung) Ph.D (Glasgrow) M. Inst. P. (UK),RFMS (UK)

Kimia Industri [email protected]

MOHAMAD NASIR MOHAMAD IBRAHIM B.Sc., M.Sc. Ph.d (Missouri-Rolla)

Kimia Industri [email protected]

SENG CHYEE ENG B.Sc., Ph.D (USM)

Kimia Fizik [email protected]

SULAIMAN AB GHANI B.Sc. Dip. Ed. (UKM) PDAC (Wales), M.Sc.

Kimia Analisis [email protected]

WAN SAIME WAN NGAH B.Sc. (UKM) Ph.D. (Loughborough), MRSC, AMIC

Kimia Analisis [email protected]

WONG KENG CHONG B.Sc., Ph.D. (Lond)

Kimia Organik [email protected]

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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PENSYARAH

ABDUSSALAM SALHIN MOHAMED ALI (Pensyarah Kontrak) M.Sc. (USM), Ph.D. (USM)

Kimia Organik [email protected]

ABD. AZIZ OMAR (Pensyarah Kontrak) B.Sc. (USM), M.Sc. (Imperial); PhD. (Imperial)

Kimia Fizik

[email protected]

AFIDAH ABDUL RAHIM B.App.Sc.(Qld), M.Sc. (USM) Ph.D. (Nancy & USM)

Kimia Fizik [email protected]

AMAT NGILMI AHMAD SUJARI B.Sc. (UKM), Ph.D. (Reading), AMIC

Kimia Analisis [email protected]

CHE SU ENDUD B.Sc. (UKM), M.Sc. (Leed)

Kimia Industri [email protected]

COSWALD STEPHEN SIPAUT @ MOHD NASRI Dip, (ITM), B.Sc., (Liverpool) M.Sc., Ph.D. (Manchester)

Kimia Fizik [email protected]

HASNAH OSMAN B.Sc., M.Sc.(USM), Ph.D. (Otago)

Kimia Organik

[email protected]

HASSAN HADI ABD ALLAH (Pensyarah Kontrak) B.Sc. (Baghdad), M.Sc. (Baghdad); PhD. (Baghdad)

Kimia Fizik

[email protected]

MELATI KHAIRUDDEAN B.Sc.,M.Sc. (USM), PhD. (Kent)

Kimia Organik [email protected]

MD. SARIFF JAB B.Sc. (UKM), Ph.D. (Strathclyde)

Kimia Analisis [email protected]

OO CHUAN WEI B.Sc. (USM); PhD. (USM)

Kimia Organik [email protected]

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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ROHANA ADNAN B.Sc. (New York), Ph.D. (Southampton)

Kimia Fizik [email protected]

ROSENANI S.M.ANWARUL HAQUE B.Sc., M.Sc. (California) Ph.D. (Western Australia)

Kimia Takorganik [email protected]

YAM WAN SINN B.Sc. (USM); PhD. (USM)

Kimia Organik

[email protected]

GURU

CHE SOFIAH SAIDIN B.Sc. (UKM)

[email protected]

KIRUPANITHI A/P POORANAVELU B.Sc. (UM)

[email protected]

MONAHARAN VEERAN B.Sc. (USM)

[email protected]

NORDIN MOHAMED B.Sc. (UM)

[email protected]

RABIAH BEE ABDUL CARRIM B.Sc. (UM)

[email protected]

SITI MARIAM SUJA B.Sc. (UKM)

[email protected]

ZAINAB HASHIM B.Sc. (UKM)

[email protected]

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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SENARAI STAF AKADEMIK PUSAT PENGAJIAN SAINS FIZIK

PENTADBIRAN E-mel/Telefon Dekan Prof. Madya Haslan Abu Hassan [email protected] Timbalan Dekan (Akademik dan Pembangunan Pelajar) [email protected] Prof. Madya Zainuriah Hassan Timbalan Dekan (Pengajian Siswazah dan Penyelidikan) [email protected] Prof. Madya Mohd. Nawawi Mohd. Nordin Pengerusi-Pengerusi Rancangan Fizik Tulen Dr. Ong Lye Hock [email protected] Fizik Gunaan Prof. Madya Abdul Halim Abdul Aziz [email protected] Ilmu Geofizik Dr. Md. Noordin Abu Bakar [email protected] Fizik Kejuruteraan Prof. Madya Md. Roslan Hashim [email protected] Fizik Perubatan Prof. Madya Mohamad Suhaimi Jaafar [email protected] Penyelaras Tahun I Prof. Madya Lim Siew Choo [email protected] Pemangku Pengarah CETREE Prof. Madya Haslan Abu Hassan [email protected] Penyelaras Unit Penyelidikan Ilmu Falak Prof. Madya Nasirun Mohd. Saleh [email protected]

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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AKADEMIK

Profesor Bidang Pengkhususan E-mel/Telefon

ABD. AZIZ TAJUDDIN B.C.N., Dr.

Fizik Perubatan/ Fizik Sinaran

[email protected] Samb:3090/3983

AHMAD SHUKRI MUSTAPA KAMAL, Dr.

Ilmu Biofizik Sinaran

[email protected] Samb:3295/3669

FUN HOONG KUN, Dr.

Ilmu Fizik Keadaan Pepejal/ Kristalografi Sinar-X

[email protected] Samb:3652

KAMARULAZIZI IBRAHIM, Dr.

Kajian Tenaga/ Fabrikasi Peranti Semikonduktor Bilik Bersih, Nano

[email protected] Samb:3663

LEE BECK SIM, Dr.

Fizik Teorities

[email protected] Samb:3668

LIM KOON ONG PJK, Dr.

Ilmu Biofizik Perubatan Kajian Tenaga

[email protected] Samb:2902/4111

MAT JOHAR ABDULLAH, Dr.

Fizik Keadaan Pepejal Bahan dan Peranti Elektronik

[email protected] Samb:3679

ROSY TEH CHOOI GIM, Dr. Fizik Tenaga Tinggi

[email protected] Samb:3678

Profesor Madya Bidang Pengkhususan E-mel/Telefon

ABDUL HALIM ABDUL AZIZ, Dr.

Astronomi [email protected] Samb:2476/2039

ABDUL RAZAK IBRAHIM, Dr.

Kristalografi Sinar-X [email protected] Samb:3438

AZLAN ABDUL AZIZ, Dr.

Nano Fizik dan Bahan Nano

[email protected] Samb:3670

CHONG HON YEW, Dr.

Ilmu Fizik Keadaan Pepejal

[email protected] Samb:3665

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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FAUZIAH SULAIMAN, Dr.

Kajian Tenaga fauziahsulaiman @usm.my Samb:3654

HASLAN ABU HASSAN, Dr.

Ilmu Fizik Keadaan Pepejal/ Serakan Cahaya

[email protected] Samb:3200/3666

KHIRUDDIN ABDULLAH, Dr.

Ilmu Geofizik/Penderian Jauh

[email protected] Samb:2477

LIM SIEW CHOO, Dr.

Fizik Jirim Terkondensasi (Teorities)

[email protected] Samb:3438

MD. ROSLAN HASHIM, Dr.

Optoelektronik dalam Semikonduktor nano

[email protected] Samb:3677

MOHD. NAWAWI . MOHD. NORDIN, Dr.

Ilmu Geofizik [email protected] Samb:2473/3665

MOHD. ZUBIR MAT JAFRI, Dr.

Fizik Gunaan [email protected] Samb:3651

MOHAMAD SUHAIMI JAAFAR, Dr.

Sains Analitik/ Ultrasonik/Fizik Perubatan

[email protected] Samb:3667

NASIRUN MOHD. SALEH, En. Ilmu Geofizik/ Meteorologi

[email protected] Samb:2115/3676 3715/2480

PALANIAPPAN LAKSHMANAN, Dr.

Ultrasonik/ Fizik Perubatan

[email protected] Samb:4178

SIVAMANY KANDAIYA, Dr.

Ilmu Biofizik Sinaran

[email protected] Samb:3670

SOHAIL AZIZ KHAN, Dr.

Nuklear dan Atom

[email protected] Samb:4178

ZAINURIAH HASSAN, Dr.

Fizik Jirim Terkondensasi

[email protected] Samb:3650/3673

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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Pensyarah Kanan

ADILAH SHARIFF, Dr.

Kajian Tenaga

[email protected] Samb:3049

MD. NOORDIN ABU BAKAR, Dr.

Ilmu Geofizik/ Oseanografi

[email protected] Samb:3676

ONG LYE HOCK, Dr.

Fizik Teorities [email protected] Samb:3698

WONG CHOW JENG, En.

Fizik Gunaan/ Kejuruteraan

[email protected] Samb:3679

YOON TIEM LEONG, Dr.

Fizik Tenaga Tinggi [email protected] Samb:3674

Pensyarah Bidang Pengkhususan E-mel/Telefon

EID MAHMOUD EID ABDEL_MUNEM, Dr.

Fizik Perubatan Dosimetri Sinaran Simulasi Monte Carlo

[email protected] Samb:2176

FONG SEW KHUAN, En.

Fizik Gunaan [email protected] Samb:4111/2904

KHARUL ARIFIN MOHD NOH, En.

Ilmu Geofizik [email protected] Samb:3674

KHALID MUTASHAR OMAR, Dr.

Teknologi Laser/ Struktur Nano

khalhadithi@ usm.my Samb:3673

LIM HWEE SAN, Dr.

Ilmu Geofizik/ Penderiaan Jauh

[email protected] Samb:3663

LOW AH CHUAN, En.

Punaran Plasma [email protected] Samb:2474

MAGDY HUSSIEN MOURAD MOHAMED, Dr.

Laser Semikonduktor [email protected] Samb: 3654

MUTHARASU DEVARAJAN, Dr.

Peranti Solar Terma

[email protected] Samb:3041

NG SHA SHIONG, Dr.

Ilmu Fizik Keadaan Pepejal Nanosemikonduktor

[email protected] Samb:3041

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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34

NORHASLINDA MOHAMED TAHRIN, Dr.

Matematik/ Sains Atmosfera

[email protected] Samb:2477/2038

NURHAYATI ABDULLAH, Dr.

Kajian Tenaga

[email protected] Samb:2475

OSAMA ABDEL AZIZZ RAHMAN TWAIQ, Dr.

Ilmu Geofizik Kejuruteraan Geoteknikal

osama.twaiq@ usm.my Samb:3675

ROSLI SAAD, En.

Ilmu Geofizik [email protected] Samb:3675

SHAHROM MAHMUD, Dr.

Partikel Bio Nano, Semikonduktor Peranti Seramik

[email protected] Samb:3643

YAM FONG KWONG, Dr.

Fizik Keadaan Pepejal Nano Semikonduktor

[email protected] Samb:3667

Pensyarah Sambilan

Profesor

HANAFI ATAN, Dr.

Fizik Atom/ Fizik Sinaran

[email protected] samb: 3265 (PPPJJ)

Profesor Madya

AHMAD ZAKARIA, Dr.

Perubatan Nuklear [email protected] samb: 1201 (Kelantan)

AISHAH KNIGHT ABD SHATAR, Dr.

Perubatan Kesihatan Kemasyarakatan Awam

[email protected] samb: 1709 (Bertam)

MUSTAFFA FADZIL FARID WAJIDI, Dr.

Genetik, Genetik, Fisiologi Molekul

[email protected] samb: 2318

SABAR BAUK, Dr.

Fizik Perubatan/ Fizik Sinaran

[email protected] samb: 4568(PPPJJ)

WAN AHMAD KAMIL B. WAN ABDULLAH, Dr.

Fizik Perubatan [email protected] samb: 3168 (Kelantan)

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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35

SENARAI STAF PENTADBIRAN DAN AKADEMIK

PUSAT PENGAJIAN SAINS MATEMATIK

PENTADBIRAN E-MEL

DEKAN Prof. Madya Ahmad Izani Md. Ismail [email protected] TIMBALAN DEKAN (Akademik dan Pembangunan Pelajar) Prof. Madya Abd. Rahni Mt. Piah [email protected] TIMBALAN DEKAN (Pengajian Siswazah dan Penyelidikan) Prof. Madya Norhashidah Mohd. Ali [email protected]

PENGERUSI-PENGERUSI RANCANGAN

SAINS (MATEMATIK) Dr. Hailiza Kamarul Haili [email protected] SAINS GUNAAN (MATEMATIK DAN EKONOMI) Pn. Suraiya Kassim [email protected] SAINS GUNAAN (STATISTIK GUNAAN/PENYELIDIKAN OPERASI) Prof. Madya Adam Baharum [email protected] SAINS GUNAAN (PEMODELAN MATEMATIK/PEMODELAN KOMPUTER) Prof. Madya Ahmad Abd. Majid [email protected] JARINGAN INDUSTRI DAN MASYARAKAT Prof. Madya Michael Khoo Boon Chong [email protected] PENYELARAS AKADEMIK Dr. Yahya Abu Hasan [email protected] PENOLONG PENDAFTAR KANAN En. Abd. Manaf Muhamad Yunus [email protected] PENOLONG PENDAFTAR Cik Nor Farah Shaik Omar [email protected]

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 37: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

36

STAFF AKADEMIK PROFESOR

SAMBUNGAN TELEFON

E-MEL

Dato’ Rosihan M. Ali, Dr

3966 [email protected]

PROFESOR MADYA Adam Baharum, Encik

3942 [email protected]

Abd. Rahni Mt. Piah, Dr

3945 [email protected]

Ahmad Abd. Majid, Dr

3965 [email protected]

Ahmad Izani Md. Ismail, Dr

3657 [email protected]

Jamaludin Md. Ali, Dr 3656

[email protected]

Low Heng Chin, Dr

3641

[email protected]

Michael Khoo, Dr

3941

[email protected]

Norhashidah Hj. Mohd. Ali, Dr

3960 [email protected]

Sriwulan Adji, Dr

3967

[email protected]

Zarita Zainuddin, Dr

3940

[email protected]

PENSYARAH KANAN Adli Mustafa, Dr

3968 [email protected]

Andrew Rajah A/L Balasingam Gnanaraj, Dr

4780 [email protected]

Ang Miin Huey, Dr

4772

[email protected]

Azhana Ahmad, Dr

4771

[email protected]

Che Rohani Yaacob, Puan

2065

[email protected]

D.S. Sankar, Dr

4777

[email protected]

Hailiza Kamarul Haili, Dr

3648 [email protected]

Hajar Sulaiman, Dr

4779

[email protected]

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 38: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

37

Husna Hasan, Dr

3969 [email protected]

Kong Voon Pang, Dr

3943 [email protected]

PENSYARAH KANAN

Lee See Keong, Dr

2070 [email protected]

Mohd. Tahir Ismail, Dr

2071 [email protected]

Noor Atinah Ahmad, Dr

4767 [email protected]

Norhashidah Awang, Dr

4774

[email protected]

Norlida Mohd. Noor, Puan

3958

[email protected]

Ong Hong Choon, Dr

4763

[email protected]

Roslan Hasni @ Abdullah, Dr

2355 [email protected]

Rosmanjawati Abdul Rahman, Dr

4778 [email protected]

Saratha A/P Sathasivam, Dr

2428 [email protected]

Suraiya Kassim, Puan

4773 [email protected]

Teh Su Yean, Dr

4770 [email protected]

Yahya Abu Hasan, Dr

4783 [email protected]

Zainudin Arsad, Dr

2069 [email protected]

Zalila Ali, Puan

4775 [email protected]

PENSYARAH

Ena Jamal, Puan

3658

[email protected]

Noor Hayati Marzuki, Puan

2356 [email protected]

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 39: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

38

SENARAI STAF AKADEMIK PUSAT PENGAJIAN ILMU KEMANUSIAAN

Bahagian Pentadbiran Pusat Pengajian

DEKAN Profesor Dato’ Dr. Abu Talib bin Ahmad 3806 [email protected]

TIMBALAN-TIMBALAN DEKAN 1) Akademik dan Pembangunan Pelajar

Prof. Madya Hajar Abdul Rahim 4349 [email protected] 2) Pengajian Siswazah dan Penyelidikan (Pemangku)

Prof. Madya Wan Ruslan Ismail 3858 [email protected] PENGERUSI-PENGERUSI RANCANGAN/PENYELARAS 1) Bahasa Inggeris

Prof. Madya Shakila Abdul Manan 3377 [email protected] 2) Bahasa Malaysia, Terjemahan & Interpretasi

Dr. Hasuria Che Omar 3332 [email protected]

3) Falsafah & Tamadun Dr. Ratna Roshida Abdul Razak 3871 [email protected]

4) Geografi Dr. Tarmiji Masron 2867 [email protected]

5) Kesusasteraan Dr. Jelani Harun 2703 [email protected]

6) Pengajian Islam Dr. Atikullah Abdullah 3867 [email protected]

7) Sejarah Dr. K. Anbalakan 3333 [email protected]

8) Jaringan Industri & Masyarakat Dr. Munir Shuib 2704 [email protected]

9) Teknik Berfikir & Kursus Berterusan (Akan dilantik)

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 40: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

PEGAWAI PENTADBIRAN 1) Timbalan Pendaftar

Pn. Ajindar Kaur 3374 [email protected] 2) Penolong Pendaftar

Pn. Nooraida Mad Naser 3850 [email protected] 3) Pegawai Sistem Maklumat

En. Meor Ahmad Shukri Zainal Abiddin 4180 [email protected]

Staf Akademik

1. BAHAGIAN SEJARAH

Pengerusi Rancangan Dr. Anbalakan Kailasam Pensyarah

3333

[email protected]

Profesor Ooi Keat Gin 3341 [email protected] PM Abdul Rahman bin Hj. Ismail 2706 [email protected] PM Datin Mahani bt. Musa 3336 [email protected] Dr. Nazarudin bin Zainun 2879 [email protected] Dr. Nik Haslinda bt. Nik Hussain 2850 [email protected] Dr. Muhamad Hasrul bin Zakariah 3871 [email protected] Dr. Azmi bin Arifin 2855 [email protected] Pn. Thilagavathi Vasudevan 2860 [email protected] En. Ooi Hock Tiam 3861 [email protected]

2. BAHAGIAN BAHASA INGGERIS

Pengerusi Rancangan Prof. Madya Shakila bt. Abd. Manan Pensyarah

3377

[email protected]

Prof. Madya Hajar bt. Abdul Rahim 4349/ 2705 [email protected] Prof. Madya Sarjit Kaur Gurdial Singh 2702 [email protected] Dr. Munir bin Shuib 2704 [email protected] Dr. Salasiah bt. Che Lah 3337 [email protected] Dr. Azimah bt. Sazalie 3340 [email protected] Dr. Mohamad Rashidi bin Mohd. Pakri 3399 [email protected] Dr. Raja Rozina bt. Raja Sulaiman 3336 [email protected] Dr. Suzana Hj. Muhammad 2874 [email protected] Dr. Agnes Liau 3338 [email protected] Dr. Kamal Shaheen 2705 [email protected]

39

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 41: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

BAHAGIAN BAHASA MALAYSIA, TERJEMAHAN & INTERPRETASI Pengerusi Rancangan

Dr. Hasuria Che Omar 3332 [email protected] Pensyarah

Prof. Madya Noriah bt. Mohamed 3334 [email protected] Dr. Syed Zainal Ariff bin Syed Jamaluddin 2856 [email protected] Dr. Aniswal bt. Abd. Ghani 3342 [email protected] Dr. Haslina bt. Haroon 2864 [email protected] Dr. Leelany bt. Ayob 2849 [email protected] Dr. Rokiah bt. Awang 2859 [email protected] Dr. Rozaida bt. Abdul Rauf 2703 [email protected] Dr. Radiah bt. Yusoff 3335 [email protected] Dr. Tajul Aripin bin Kassin 2857 [email protected] Dr. Wan Rose Eliza bt. Abdul Rahman 2848 [email protected] Pn. Jamilah bt. Hj. Ikhsan 3342 [email protected] Pn. Solakhiah bt. Januri 2861 [email protected] Dr. Hasmidar binti Hassan 2854 [email protected] Pn. Jumiya Ahmad 2703 [email protected] Dr. Noraini Ibrahim 3342 [email protected] Dr. Goh Sang Seong 2877 [email protected]

4. BAHAGIAN GEOGRAFI Pengerusi Rancangan Dr. Tarmiji Masron 2867 [email protected] Pensyarah

Profesor Morshidi bin Sirat

3870 4090

[email protected]

Profesor Chan Ngai Weng 3829 [email protected] Profesor Ruslan bin Rainis 2875 [email protected]

Prof. Madya Hassan Naziri Khalid 2871 [email protected]

Prof. Madya Norizan bin Md. Nor 3852 [email protected] Prof. Madya Wan Ruslan bin Ismail 2853 [email protected] Prof. Madya Suriati bt. Ghazali 3869 [email protected] Prof. Madya Usman bin Hj. Yaacob 3340 [email protected] Prof. Madya Narimah bt. Samat 2872 [email protected] En. Aziz bin Abdul Majid 2869 [email protected] Dr. Anisah Lee bt. Abdullah 2863 [email protected] Dr. Nooriah bt. Yusof 3872 [email protected] Dr. Zullyadini bin A. Rahaman 2852 [email protected] Dr. Jabil bin Mapjabil 3873 [email protected] Dr. Wan Mohd. Muhiyuddin Wan Ibrahim 2868 [email protected] Dr. Sharifah Rohayah bt. Sheikh Dawood 3868 [email protected] Dr. Asyirah binti Abdul Rahim 3872 [email protected]

40

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 42: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

5. BAHAGIAN KESUSASTERAAN Pengerusi Rancangan Dr. Jelani Harun 2703 [email protected] Pensyarah

Profesor Dato’ Dr. Md. Salleh bin Yaapar

2702/4420 4421

[email protected]

Profesor Muhammad bin Hj. Salleh 3335 [email protected] Prof. Madya Noriah bt. Taslim 2851 [email protected] Prof. Madya Sohaimi Abdul Aziz 3332 [email protected] Prof. Madya Siti Hajar bt. Che Man 2865 [email protected] Prof. Madya Arndt Graf 2707 [email protected] Dr. Rahimah bt. A. Hamid 3378 [email protected] Dr. Halimah binti Mohamed Ali 2704 [email protected] Dr. Mohamad Luthfi Abdul Rahman 3829 [email protected] En. Marzuki Ali @ Azam Awang 3378

6. BAHAGIAN PENGAJIAN ISLAM Pengerusi Rancangan Dr. Atikullah Hj. Abdullah 3867 [email protected] Pensyarah

Prof. Madya Mohd. Radzi bin Othman 3331 [email protected] Prof. Madya Noor Shakirah bt. Mat Akhir 2862 [email protected] Dr. Mohd. Asri bin Zainul Abidin 2876 [email protected] Dr. Mohamad Khairul Anwar bin Osman 2858 [email protected] Dr. Jasni bin Sulong 3863 [email protected] Dr. Mohd. Farid bin Mohd. Sharif 2866 [email protected] Dr. Hasanah binti Abd. Khafidz 2873 [email protected] Dr. Mohd. Nizam bin Sahad 3868 [email protected]

7. BAHAGIAN FALSAFAH & TAMADUN Pengerusi Rancangan Dr. Ratna Roshida bt Abdul Razak 3871 [email protected]

Pensyarah

Prof. Madya Lok Chong Hoe 3331 [email protected] Prof. Madya Zailan bt. Moris 3333 [email protected] Dr. Muhammad Azizan bin Sabjan

3869 3884

[email protected]

En. Peter Gan Chong Beng 2878 [email protected] Dr. Suhaila binti Abdullah 3864 [email protected] Tuan Hj. Ellias bin Zakaria 3337 [email protected] Pn. Aiza Maslan @ Baharudin

41

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Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 43: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

SENARAI STAF AKADEMIK PUSAT TEKNOLOGI PENGAJARAN DAN MULTIMEDIA

PENGARAH Prof. Madya Wan Mohd. Fauzy Wan Ismail TIMBALAN PENGARAH Prof. Madya Dr. Irfan Naufal Umar JAWATAN BIDANG

PENGKHUSUSAN E-MEL

PROFESOR MADYA

Prof. Madya Dr. Wan Mohd. Fauzy Wan Ismail

Reka bentuk Pengajaran Multimedia Antaramuka Manusia - Komputer

[email protected]

Prof. Madya Dr. Merza Abbas

Reka Bentuk Pengajaran, Penerbitan Multimedia

[email protected]

Prof Madya Dr. Toh Seong Chong

Reka Bentuk dan Pembangunan Multimedia, Pembelajaran Berasaskan Web

[email protected]

Prof. Madya Dr. Zarina Samsudin

Teknologi Sistem Pengajaran Reka Bentuk dan Pembangunan

[email protected]

Prof. Madya Dr. Irfan Naufal Umar

Reka Bentuk dan Teknologi Pengajaran

[email protected]

Prof. Madya Dr. Rozinah Jamaludin

E- pembelajaran Pembangunan Berasaskan Web

[email protected]

PENSYARAH

Dr. Balakrishnan Muniandy

Reka Bentuk Pengajaran ICT dalam Pendidikan

[email protected]

Dr. Mona Masood Teknologi Sistem Pengajaran Reka Bentuk & Penerbitan Multimedia

[email protected]

42

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Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 44: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Dr. Wan Ahmad Jaafar Wan Yahaya

ICT dalam Pendidikan, Pendidikan Berasaskan Multimedia

[email protected]

Tn. Hj. Ahmad Moghni Salbani

Teknologi Pengajaran, Penasihatan Pembelajaran

[email protected]

En. Rossafri Mohammad Sumber dan Teknologi Maklumat

[email protected]

43

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 45: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

2.0 SISTEM AKADEMIK DAN MAKLUMAT AM 2.1 Maklumat Pendaftaran Kursus Pelajar diingatkan bahawa pendaftaran kursus merupakan pendaftaran yang rasmi dan muktamad. Oleh itu, perkara-perkara berikut perlu diberi perhatian untuk mengelakkan kesilapan yang boleh menimbulkan kesulitan: ▪ Kod kursus ▪ Bilangan nilai unit kursus ▪ Kod jenis kursus ▪ Jadual waktu pengajaran ▪ Prasyarat kursus ▪ Syarat Pusat Pengajian ▪ Bilangan unit minimum dan maksimum yang boleh didaftarkan Penasihatan Akademik (i) Pelajar perlu membuat perancangan untuk keseluruhan tempoh pengajian bagi

memudahkan pengagihan kursus-kursus dalam sesuatu semester. (ii) Sebelum mendaftar kursus, pelajar hendaklah berjumpa dan berbincang dengan

Penasihat Akademik masing-masing bagi menentukan kursus-kursus yang harus didaftarkan untuk sesuatu semester.

Maklumat berikut boleh didapati dari Portal Kampus Sejahtera (Healthy Campus) (www.healthycampus.usm.my) sebelum kegiatan pendaftaran. ▪ Maklumat penasihat akademik ▪ Maklumat akademik seperti taraf akademik, PNG, PNGK dan tahun pengajian ▪ Penyata Cantuman Gred (CANGRED) ▪ Senarai kursus yang ditawarkan di semua Pusat Pengajian/Pusat ▪ Jadual waktu pengajaran dan pembelajaran bagi semua Pusat Pengajian/Pusat E-Daftar E-Daftar membolehkan pelajar Ijazah Pertama dan Diploma mendaftar kursus melalui laman web yang boleh dicapai dari Portal Kampus Sejahtera (Healthy Campus) USM. Hanya pelajar bertaraf akademik aktif dan mereka yang tidak mempunyai kes tertunggak dengan pihak universiti dibenarkan mendaftar kursus melalui E-Daftar. Tempoh pendaftaran di bawah E-Daftar bagi Semester I biasanya bermula pada minggu kedua bulan Jun sehingga sehari selepas permulaan Semester I sementara tempoh bagi Semester II biasanya bermula dua hari sebelum keputusan peperiksaan 'provisional' Semester I diumumkan sehingga sehari sebelum Semester II bermula. Tempoh sebenar pendaftaran di bawah E-Daftar akan diumumkan oleh pejabat Unit Pemprosesan Data & Rekod (UPDR) biasanya semasa minggu ulang kaji setiap semester dan akan dipaparkan di papan kenyataan Pusat Pengajian/Pusat/Desasiswa dan di laman web USM.

44

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Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 46: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Di bawah E-Daftar, pelajar boleh mendaftar semua kursus kecuali kursus ko-kurikulum. Pra-pendaftaran kursus ko-kurikulum biasanya dijalankan pada bahagian kedua semester sebelumnya oleh pejabat Rancangan Ko-Kurikulum (Bahagian Hal Ehwal Akademik & Antarbangsa). Kursus ko-kurikulum akan dimasukkan ke dalam akaun pendaftaran pelajar sebelum kegiatan E-Daftar bermula, hanya jika permohonan pra-pendaftaran berkenaan berjaya. Aktiviti pendaftaran kursus dikendalikan oleh pejabat Unit Pemprosesan Data & Rekod (UPDR), Bahagian Pengurusan Akademik, Jabatan Pendaftar (04-6532925/ 04-6533169/04-6534195). Aktiviti Pendaftaran Kursus Dalam Talian Sistem Pendaftaran Kursus Dalam Talian (PKDT) ditujukan kepada pelajar bertaraf Percubaan (P1/P2) dan pelajar yang tidak dapat mendaftar di bawah sistem E-Daftar. PKDT biasanya dijalankan pada hari pertama semester berkenaan. Masa pendaftaran ditetapkan oleh Pusat Pengajian. Pelajar hendaklah merujuk tarikh-tarikh kegiatan pendaftaran di papan kenyataan Pusat Pengajian/Pusat masing-masing. Sebelum PKDT, pelajar hendaklah mengutip risalah-risalah berikut dari Portal Kampus Sejahtera/Pusat Pengajian/Pusat masing-masing: (i) Borang Pendaftaran Kursus (ii) Penyata Cantuman Gred (CANGRED) (iii) Pelajar hendaklah memperoleh tandatangan Penasihat Akademik bagi setiap

kursus yang ingin didaftarkan. Jadual Waktu Pengajaran dan Senarai Kursus Jadual waktu pengajaran dan senarai kursus yang ditawarkan pada sesuatu semester akan dipaparkan di papan kenyataan Pusat Pengajian. Pelajar hendaklah merujuk senarai ini untuk memilih dan mendapatkan maklumat kursus. Pelajar tidak dibenarkan mendaftar kursus yang bertembung jadual waktu pengajarannya. Pendaftaran Kursus Bahasa dan Ko-Kurikulum (i) Semua urusan pendaftaran, pengguguran atau penambahan kursus-kursus Bahasa

dan ko-kurikulum masing-masing diurus oleh Pusat Pengajian Bahasa, Literasi dan Terjemahan dan pejabat Rancangan Ko-Kurikulum (Bahagian Hal Ehwal Akademik & Antarabangsa).

(ii) Pra-pendaftaran kursus ko-kurikulum biasanya dikendalikan pada bahagian kedua

semester sebelumnya oleh pejabat Rancangan Ko-Kurikulum (Bahagian Hal Ehwal Akademik & Antarabangsa).

45

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 47: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

(iii) Selepas proses pemilihan (bagi kursus ko-kurikulum), kod kursus bagi pelajar yang berjaya dipilih, didaftarkan dalam sistem komputer sebelum kegiatan E-Daftar dan Pendaftaran Dalam Talian bermula.

(iv) Pengguguran kursus-kursus berkenaan (kursus Bahasa dan ko-kurikulum), jikalau

perlu, hendaklah dibuat dalam tempoh minggu pertama. Denda RM50.00 mungkin akan dikenakan jika pengguguran dilakukan selepas minggu pertama.

Klasifikasi Jenis Kursus Pelajar dibenarkan mendaftar sesuatu kursus sekiranya memenuhi prasyarat bagi kursus tersebut (jikalau ada). Kursus yang didaftar untuk memenuhi keperluan Rancangan Pengajian dikelaskan kepada kod jenis kursus berikut: T - Kursus Teras (Major) E - Kursus Elektif M - Kursus Minor U - Kursus Universiti --------------------------------------------------------------------------------------------------- Y - Kursus Audit yang diambil semata-mata Prestasi/gred dalam kursus untuk menambah pengetahuan berkenaan tidak diambil kira dalam pengiraan mata Z - Kursus khas yang mesti mencapai keseluruhan serta jumlah sekurang-kurangnya gred 'C' (Lulus), unit bagi keperluan sebelum dibenarkan mengambil kursus pengijazahan peringkat lebih tinggi (sebagai prasyarat) Unit Minimum dan Maksimum Yang Boleh Didaftarkan Setiap Semester (a) Pendaftaran Kursus Pelajar Bertaraf "Aktif" Jumlah unit yang dibenarkan untuk setiap pelajar mendaftar adalah seperti yang

berikut:

Minimum Maksimum 9 20

(i) Had maksimum ini termasuk unit ko-kurikulum dan kursus-kursus yang diulang. Pelajar dibenarkan mendaftar melebihi had maksimum ini untuk Latihan Amali/Mengajar/Industri yang dijalani semasa Cuti Panjang.

(ii) Had minimum dan maksimum ini adalah muktamad. Dekan tidak boleh

melonggarkan ketetapan ini. Walau bagaimanapun Dekan boleh membenarkan pelajar mendaftar jumlah unit yang kurang daripada had minimum hanya bagi pelajar yang telah melebihi tempoh minimum bermastautin.

46

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Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 48: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

(b) Pendaftaran Kursus Pelajar Bertaraf "Percubaan" Pendaftaran kursus pada sesuatu semester oleh pelajar yang berada pada taraf

"Percubaan" dihadkan seperti yang berikut:

Taraf Akademik Unit Maksimum Percubaan I (P1) 12 Percubaan II (P2) 10

Slip Pengesahan Kursus Slip Pengesahan Kursus yang dikeluarkan selepas pendaftaran kursus hendaklah disemak dengan teliti untuk memastikan tiada kesilapan. Sebarang kesilapan pendaftaran kursus mesti dibetulkan dengan serta merta semasa tempoh E-Daftar/di Pusat Pengajian dalam tempoh aktiviti pendaftaran kursus. Penambahan Kursus/Pendaftaran Lewat Penambahan kursus/pendaftaran lewat tanpa sebarang alasan yang munasabah tidak dibenarkan selepas selesai kegiatan pendaftaran kursus. Walau bagaimanapun, pertimbangan boleh diberikan seperti yang berikut: (i) Penambahan kursus/pendaftaran lewat atas alasan-alasan yang kukuh boleh

diluluskan oleh Dekan dalam minggu pertama dan kedua sahaja, dan pelajar boleh didenda RM50.00.

(ii) Penambahan kursus dalam minggu ketiga dengan alasan-alasan yang kukuh mesti

diperakukan oleh Dekan/Timbalan Dekan Pusat Pengajian sebelum dimajukan kepada Unit Pemprosesan Data & Rekod untuk kelulusan Timbalan Naib Canselor (Hal Ehwal Akademik dan Antarabangsa) dan pelajar boleh didenda RM50.00.

(iii) Permohonan untuk menambahkan kursus selepas minggu ketiga, tidak akan

dipertimbangkan. Pengguguran Kursus Pengguguran kursus dibenarkan tertakluk pada syarat tidak melewati minggu ke-6 dan pelajar mesti memenuhi syarat yang ditetapkan oleh Universiti seperti yang berikut: (i) Borang Gugur Kursus mesti diisi oleh pelajar dan ditandatangani oleh Pensyarah

dan Dekan/Timbalan Dekan berkenaan dan disampaikan kepada Unit Peperiksaan.

(ii) Pelajar yang ingin menggugurkan kursus Bahasa mesti mendapat tandatangan dan

cop Dekan Pusat Pengajian Bahasa, Literasi dan Terjemahan di samping tandatangan dan cop Dekan Pusat Pengajian masing-masing.

47

Prinect Color Editor
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Page 49: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

(iii) Pelajar yang ingin menggugurkan kursus ko-kurikulum mesti mendapat kelulusan Timbalan Naib Canselor (Bahagian Hal Ehwal Akademik & Antarabangsa) di samping tandatangan dan cop Dekan Pusat Pengajian masing-masing.

(iv) Kemudahan untuk menggugurkan kursus tidak boleh disalahgunakan. Pensyarah

mempunyai hak untuk tidak memperakukan pelajar menggugurkan kursus sekiranya pelajar tidak serius terhadap kursus yang diambil seperti gagal menghadiri kuliah, tutorial dan amali dan tidak melaksanakan kerja kursus. Pelajar yang sedemikian akan dihalang menduduki peperiksaan dan diberi gred 'X' dan tidak dibenarkan mengulangi kursus semasa Kursus Semasa Cuti Panjang (KSCP).

Pengemaskinian Rekod Akademik Maklumat rekod akademik terkini dicetak dalam dokumen "CANGRED". Pelajar dinasihati supaya menyemak maklumat tersebut dan sekiranya perlu dikemaskinikan, pelajar hendaklah berbuat demikian melalui borang-borang tertentu yang dapat diperoleh di Pusat Pengajian/Pusat atau di Unit Pemprosesan Data & Rekod (Aras 1, Bangunan Canselori). Pelajar bertanggungjawab sendiri untuk mengemaskinikan alamat sekiranya terdapat sebarang perubahan dalam alamat penggal, alamat kecemasan dan alamat tetap. 2.2 Takrifan Unit/Kredit (a) Unit Tiap-tiap kursus diberi nilai yang dikenali sebagai UNIT. Unit yang diberikan

berdasarkan skop kurikulum dan beban kerja pelajar dalam kursus yang berkenaan. Pada umumnya, unit ditakrifkan seperti yang berikut:

Jenis Kursus Takrifan

Kursus Teori Satu unit adalah bersamaan dengan satu jam kontak bagi tempoh satu minggu selama 13 - 14 minggu dalam satu semester.

Kursus Amali/Makmal Satu unit adalah bersamaan dengan 1.5 jam kontak bagi tempoh satu minggu selama 13 - 14 minggu dalam satu semester.

Kursus Kemahiran Bahasa Satu unit adalah bersamaan dengan 1.5 jam kontak bagi tempoh satu minggu selama 13 - 14 minggu dalam satu semester.

Kursus Latihan Industri/ Latihan Mengajar

Satu unit adalah bersamaan dengan dua minggu latihan.

48

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(b) Bentuk Kontak Kontak bersemuka antara sekumpulan pelajar dengan staf akademik lazimnya

berbentuk kuliah, tutorial, seminar, makmal dan kajian lapangan.

(c) Unit Kredit Terkumpul Unit yang telah didaftarkan dan lulus dikenali sebagai kredit. Untuk berijazah,

pelajar mesti mengumpulkan jumlah kredit yang ditetapkan. 2.3 Sistem Peperiksaan Peperiksaan diadakan pada akhir setiap semester. Pelajar mesti menduduki peperiksaan bagi kursus-kursus yang didaftarkan semasa pendaftaran kursus. Setiap pelajar mestilah terlebih dahulu menjelaskan semua yuran dan juga memenuhi syarat keperluan kuliah/tutorial/amali dan keperluan-keperluan lain bagi setiap kursus sebelum layak menduduki peperiksaan bagi kursus-kursus yang didaftarkan. Penilaian kursus ditentukan berdasarkan prinsip penilaian secara berterusan daripada komponen kerja kursus dan peperiksaan akhir. Penilaian kerja kursus boleh mengandungi aspek-aspek seperti penglibatan dalam tutorial, ujian, esei, projek dan tugasan. Tempoh Peperiksaan

Kursus Yang Bernilai Tempoh Peperiksaan 2 unit 1 jam untuk kerja kursus melebihi 40% 2 unit 2 jam untuk kerja kursus 40% dan ke bawah 3 unit atau lebih 2 jam untuk kerja kursus melebihi 40% 3 unit atau lebih 3 jam untuk kerja kursus 40% dan ke bawah

Penghalangan Peperiksaan Pelajar boleh dihalang daripada menduduki peperiksaan akhir jika tidak memenuhi keperluan kursus seperti tidak menghadiri kuliah dan tutorial, dan tidak menyempurnakan keperluan komponen kerja kursus. Pelajar juga dihalang mengambil peperiksaan akhir jika tidak menjelaskan yuran pengajian. Kursus yang dihalang akan diberi gred 'X'.

49

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Page 51: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Sistem Purata Nilai Gred Prestasi pelajar dalam sesuatu kursus dinilai mengikut skala berikut:

Gred Abjad A A- B+ B B- C+ C C- D+ D D- F

Nilai Gred 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.33 1.00 0.67 0

Pelajar yang mendapat gred 'C-' dan ke bawah bagi sesuatu kursus boleh menambah baik nilai grednya dengan mengulangi kursus itu semasa KSCP (Lihat di bawah) atau pada semester biasa. Pelajar yang mendapat gred 'C' dan ke atas bagi sesuatu kursus tidak dibenarkan mengulangi kursus berkenaan. Pencapaian dalam sesuatu semester dikira berdasarkan Purata Nilai Gred (PNG) yang diperoleh daripada semua kursus yang didaftarkan pada semester tersebut. PNG ialah ukuran untuk menentukan pencapaian Taraf Akademik pelajar bagi sesuatu semester. PNGK adalah Purata Nilai Gred Kumulatif yang dikumpulkan oleh pelajar dari satu semester ke satu semester pengajiannya. Rumus untuk mengira PNG dan PNGK adalah:

Purata Nilai Gred =

∑i=1

n Ui Mi

∑i=1

n Ui

dengan n = Bilangan kursus yang diambil Ui = Unit kursus bagi kursus i Mi = Mata penilaian gred bagi kursus i

50

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Page 52: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Contoh pengiraan PNG dan PNGK:

Kursus Unit Nilai Gred (NG) Gred (G) Jumlah NG Semester II: ABC XX1 4 3.00 B 12.00 ABC XX2 4 2.33 C+ 9.32 BCD XX3 3 1.67 C- 5.01 CDE XX4 4 2.00 C 8.00 EFG XX5 3 1.33 D+ 3.99 EFG XX6 2 2.67 B- 5.34 20 43.66

PNG = 43.66

20 = 2.18

Kursus Unit Nilai Gred (NG) Gred (G) Jumlah NG Semester II: ABC XX7 3 1.00 D 3.00 ABB XX8 4 2.33 C+ 9.32 BBC XX9 4 2.00 C 8.00 BCB X10 4 2.67 B- 10.68 XYZ XX1 3 3.33 B+ 9.99 18 40.99

PNG = 40.99

18 = 2.28

PNGK = Jumlah NG Terkumpul

Jumlah Bil. Unit Terkumpul = 43.66 + 40.99

20 + 18 = 84.65

38 = 2.23

Dalam contoh di atas, PNGK dikira sebagai jumlah nilai gred terkumpul bagi semua kursus yang diambil, dibahagi dengan jumlah bilangan unit yang didaftarkan.

51

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Page 53: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Kursus Semasa Cuti Panjang (KSCP) Kursus Semasa Cuti Panjang hanya ditawarkan kepada pelajar yang mendapat gred 'C-', 'D+', 'D', 'D-', 'F' dan 'DK' sahaja dalam sesuatu kursus. Pelajar yang mendapat gred 'X' dan 'F*' tidak dibenarkan mengambil peperiksaan KSCP. Tujuan KSCP adalah: (i) Memberi peluang kepada pelajar yang menghadapi kesempitan masa untuk

pengijazahan. (ii) Membantu pelajar yang memerlukan beberapa unit untuk pengijazahan. (iii) Membantu pelajar yang berada dalam taraf percubaan untuk menebus taraf

akademiknya. (iv) Membantu pelajar yang perlu mengulangi kursus prasyarat yang tidak ditawarkan

pada semester berikutnya. Walau bagaimanapun, peluang diberikan hanya kepada pelajar yang mengulangi kursus yang pernah diambil sahaja dan mereka yang mendapat gred seperti yang dinyatakan di atas sahaja, sekiranya ditawarkan. Lazimnya, kuliah formal tidak akan dilaksanakan. Sebaliknya pengajaran adalah secara tutorial. Kursus Semasa Cuti Panjang mengambil masa selama 3 minggu, iaitu 2 minggu tutorial dan 1 minggu peperiksaan semasa cuti panjang. Tarikh Kursus Semasa Cuti Panjang boleh didapati di dalam Kalendar Akademik. Pelaksanaan KSCP (a) Pelajar dibenarkan mendaftar maksimum 3 kursus dan tidak melebihi 10 unit. (b) Markah/gred kerja kursus yang diambil kira adalah markah/gred kerja kursus yang

tertinggi dalam kursus berkenaan yang telah diperolehi pada semester biasa. Penentuan gred akhir adalah:

Gred Akhir = Markah atau gred kerja kursus tertinggi + Markah atau gred

peperiksaan KSCP (c) Pengiraan PNG bagi KSCP menggunakan gred TERKINI (yang diperolehi

semasa KSCP) dan melibatkan kursus-kursus semester kedua serta kursus-kursus yang diulang semasa KSCP. Jika PNG semasa KSCP mengikut pengiraan di atas adalah 2.00 atau ke atas maka taraf akademik pelajar adalah aktif walaupun taraf akademik pelajar pada semester kedua adalah percubaan. Walau bagaimanapun jika PNG bagi KSCP (mengikut pengiraan di atas) adalah 1.99 atau ke bawah, taraf akademik pelajar adalah berdasarkan taraf pada semester kedua.

(d) Pelajar yang berijazah (memenuhi syarat pengijazahan) pada akhir Semester II

tidak dibenarkan mengambil KSCP. 52

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Page 54: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Taraf Akademik Taraf Aktif: Seseorang pelajar yang berjaya mendapat PNG 2.00 dan ke atas dalam peperiksaan sesuatu semester akan diberi taraf AKTIF dan dibenarkan meneruskan pengajian dalam semester yang berikutnya. Taraf Percubaan: Taraf percubaan dikenakan kepada pelajar-pelajar yang memperoleh PNG 1.99 dan ke bawah. Seseorang pelajar yang berada dalam taraf percubaan tiga semester berturut-turut (P1, P2, FO) tidak akan dibenarkan meneruskan pengajiannya di Universiti ini. Walau bagaimanapun, jika nilai PNGK ialah 2.00 dan ke atas, pelajar dibenarkan meneruskan pengajian dan taraf dikekalkan sebagai P2. Dengan tiada prasangka kepada syarat di atas serta syarat-syarat peperiksaan yang sedia ada, Majlis Peperiksaan Universiti mempunyai kuasa mutlak untuk memberhentikan pengajian seseorang pelajar jika prestasi dan kemajuannya dianggap tidak memuaskan berpandu pada bilangan minimum unit kredit terkumpul sejajar dengan bilangan semester yang dihabiskan oleh seseorang pelajar seperti yang diberikan dalam jadual di bawah.

Jumlah Unit Kredit Minimum Terkumpul

Bilangan Semester

Tulen Gunaan Ikhtisas Akhir semester ke-2 15 15 16 Akhir semester ke-4 35 35 38 Akhir semester ke-6 55 55 60 Akhir semester ke-8 75 75 80

Majlis Peperiksaan Universiti juga boleh menamatkan pengajian seseorang pelajar atas sebab-sebab tertentu (tidak mendaftar kursus, tidak mengambil slip peperiksaan, tidak hadir peperiksaan tanpa alasan), termasuk alasan perubatan, yang menyebabkan pelajar tersebut tidak lagi sesuai untuk meneruskan pengajiannya di Universiti ini. Keputusan Peperiksaan Keputusan provisional (lulus/gagal) melalui talian Teleakademik: (600-83-7899) lazimnya diumumkan selepas Majlis Pemeriksa Pusat Pengajian bersidang dan dijangka dalam jangka masa satu bulan selepas peperiksaan. Keputusan penuh (gred) melalui talian Teleakademik: (600-83-7899) diumumkan selepas Majlis Peperiksaan Universiti bersidang dan dijangka 2 minggu selepas keputusan provisional. Keputusan rasmi (Semgred) diedarkan kepada pelajar pada minggu ke-2 semester berikutnya.

53

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Page 55: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

2.4 Pengecualian Unit/Pemindahan Kredit Takrifan Pengecualian Unit Pengecualian unit ditakrifkan sebagai sejumlah unit yang diberikan kepada pelajar yang mengikuti kursus di USM yang dikecualikan dariapada keperluan pengijazahan. Pelajar hanya perlu mengumpul sejumlah baki unit tertentu bagi tujuan pengijazahan, kelulusan atau gred kursus yang dikumpulkan atau diperolehi di USM sahaja yang diambil kira dalam pengiraan Purata Nilai Gred Kumulatif (PNGK) bagi tujuan pengijazahan. Peraturan dan Pelaksanaan Pengecualian Unit (a) Pelajar Lepasan Diploma dari IPT Awam dan IPT Swasta yang diiktiraf. (i) Pengecualian unit hanya boleh diberikan kepada kursus-kursus yang

diperolehi di peringkat diploma sahaja. (ii) Kursus-kursus yang dipohon untuk pengecualian unit boleh digabungkan

(meliputi dua atau lebih) bagi mendapatkan pengecualian unit untuk satu kursus di peringkat ijazah. Walau bagaimanapun sekiranya Pusat Pengajian ingin memperakukan satu kursus sahaja di peringkat diploma bagi mendapatkan pengecualian unit satu kursus di peringkat ijazah, kursus di peringkat diploma berkenaan mestilah yang setara dengan kursus Univeriti dan mempunyai unit yang sama atau lebih.

(iii) Kursus-kursus yang telah diikuti semasa bekerja (dalam perkhidmatan) oleh

pelajar lepasan diploma tidak boleh dipertimbangkan untuk pengecualian unit.

(iv) Pencapaian minimum dalam peperiksaan bagi kursus-kursus di peringkat

diploma yang boleh dipertimbangkan pengecualian unit adalah sekurang-kurangnya gred C atau 2.0 atau setara.

(v) Jumlah pengecualian semester tidak melebihi dua semester. (vi) Bagi memperolehi pengecualian unit Latihan Industri, pelajar mestilah

mempunyai pengalaman bekerja berterusan selama sekurang-kurangnya dua tahun dalam bidang yang berkenaan. Sekiranya pelajar telah menjalani Latihan Industri semasa mengikuti program pengajian di peringkat diploma, pelajar perlu mempunyai pengalaman bekerja selama satu tahun. Di samping itu, pelajar juga dikehendaki mengemukakan laporan tentang tahap kerja dan jenis kerja yang dilakukan. Pengecualian unit Latihan Industri tidak diambil kira dalam mempertimbangkan pengecualian semester kerana Latihan Industri untuk USM diadakan semasa cuti panjang.

(vii) Pengecualian unit bagi kursus-kursus Universiti dan Opsyen hanya boleh

diberi kepada kursus-kursus seperti Bahasa Malaysia (LKM400), Bahasa Inggeris, Tamadun Islam dan Tamadun-Tamadun Asia serta Ko-Kurikulum.

54

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Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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(b) Pelajar Lepasan Diploma IPTS Program Kawal Selia/Luaran USM. (i) Pelajar Lepasan Diploma IPTS Program Kawal Selia/Luaran USM diberi

pengecualian unit mengikut ketetapan yang telah dibuat oleh sesuatu program pengajian. Lazimnya pengecualian unit bagi pelajar dalam kategori ini adalah secara blok mengikut perjanjian antara USM (melalui Pusat Pengajian yang menawarkan program dengan IPTS berkenaan).

(c) Pelajar dari IPTA/IPTS yang diiktiraf sama ada dari dalam atau luar negara yang

sedang mengikuti kursus di peringkat ijazah pertama memohon melanjutkan pengajian di Universiti ini dan sekiranya berjaya, boleh dipertimbangkan pengecualian unit tertakluk kepada syarat-syarat berikut.

(i) Kursus-kursus yang telah diikuti di IPT terdahulu adalah setara (sekurang-

kuranya 50% kandungan kursus adalah sama) dengan kursus-kursus yang ditawarkan di USM.

(ii) Bagi pelajar yang mengikuti kursus di peringkat diploma lanjutan di IPT

lain yang diiktiraf setaraf dengan kursus ijazah pertama di USM, boleh dipertimbangkan pengecualian unit sama seperti di (c)(i).

(iii) Jumlah maksimum pengecualian unit yang dibenarkan tidak melebihi satu

pertiga daripada jumlah keperluan unit pengijazahan. Jumlah Pengecualian Semester Pengecualian semester bergantung kepada jumlah pengecualian unit yang setara bagi satu semester bagi sesuatu program.

Rancangan Keperluan Unit Pengijazahan

Jumlah Bilangan Unit

Dikecualikan

Jumlah Bilangan Semester

Dikecualikan < 15 Tiada

15 - 29 1

3 Tahun

100 - 126

> 29 2

< 16 Tiada

16 - 32 1

4 Tahun

130 - 150

> 32 2

55

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 57: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Takrifan Pemindahan Kredit Pemindahan kredit ditakrifkan sebagai pengiktirafan sejumlah kredit yang diperolehi oleh seseorang pelajar USM yang mengikuti kursus di sesebuah IPTA lain dalam tempoh pengajiannya di USM, digabungkan dengan kredit yang diperolehi di USM bagi memenuhi syarat keperluan unit program pengajiannya. Keputusan peperiksaan atau gred yang diperolehi daripada kursus-kursus yang diikuti di IPTA lain yang dipindahkan akan digabungkan dalam pengiraan Purata Nilai Gred Kumulatif (PNGK). Kategori Pelajar Yang Layak Dipertimbangkan Untuk Pemindahan Kredit Pelajar sepenuh masa program ijazah pertama USM yang ingin mengikuti kursus tertentu di peringkat ijazah pertama di IPTA lain. Pelajar sepenuh masa yang mengikuti program diploma USM yang ingin mengikuti kursus tertentu di peringkat diploma di IPTA lain. Syarat-Syarat (a) Kursus Asas dan Teras (i) Pemindahan kredit hanya dipertimbangkan bagi kredit yang diperolehi

daripada kursus-kursus di IPTA lain yang lain yang setara (sekurang-kurangnya 50% kandungan kursus adalah sama) dengan kursus-kursus yang ditawarkan oleh program berkenaan.

(ii) Kursus-kursus yang boleh dipindahkan hanyalah kursus-kursus yang

mempunyai bilangan unit yang sama atau lebih. Bagi kursus yang setara tetapi unitnya kurang, pemindahan kredit boleh diperakukan dengan menggabungkan beberapa kursus. Kredit yang dipindahkan adalah sama dengan unit kursus yang ditawarkan di USM. Gred purata bagi kursus yang digabungkan tersebut akan diambil kira dalam pengiraan PNGK.

(b) Kursus-Kursus Elektif atau Opsyen (i) Pelajar boleh mengikuti mana-mana kursus tertentu yang bersesuaian di

IPTA lain tertaluk kepada kebenaran Pusat Pengajian serta kemampuan atau kesediaan IPTA lain.

(ii) Kredit yang dipindahkan adalah kredit yang diperolehi daripada kursus-

kursus di IPTA lain. Tiada syarat kesetaraan kursus diperlukan. (c) Kursus Minor (i) Bagi pemindahan unit kursus-kursus minor, Pusat Pengajian perlulah

memerlukan sama ada syarat (a) atau (b), dengan mengambil kira keperluan sesuatu program.

56

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 58: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

(d) Bilangan maksimum unit yang boleh dipindahkan hendaklah tidak melebihi satu pertiga daripada keseluruhan bilangan unit pengajian.

(e) Perpindahan kredit daripada IPTA lain hanya boleh berlaku sekali sahaja bagi

setiap IPTA. (f) Keputusan peperiksaan yang diperolehi oleh pelajar yang mengikuti kursus di

IPTA lain akan diambil kira bagi tujuan pengijazahan. Gred yang diperolehi bagi setiap kursus akan digabungkan dengan gred yang diperolehi di USM dalam pengiraan PNGK.

(g) Pelajar yang telah memohon dan diluluskan untuk pemindahan kredit tidak

dibenarkan untuk membatalkan kelulusan tersebut setelah keputusan peperiksaan diperolehi.

(h) Pelajar dikehendaki mendaftar kursus di IPTA lain tidak kurang daripada jumlah

unit minimum serta tidak melebihi unit maksimum yang ditetapkan mengikut program pengajian mereka. Walau bagaimanapun, bagi kes-kes tertentu (contohnya pelajar mengulang tahun pengajian dan hanya memerlukan beberapa unit untuk berijazah), Dekan boleh memperakukan pelajar mendaftar unit kurang daripada minimum, semester tersebut tidak akan diambil kira dalam syarat bermastautin. Dalam hal ini, pengiraan PNGK mengikut kaedah yang diamalkan bagi KSCP.

(i) Pelajar-pelajar USM yang mengikuti kursus di IPTA lain dan jika gagal mana-

mana kursus, dibenarkan menduduki peperiksaan ulangan sekiranya terdapat peruntukan untuk berbuat demikian di IPTA tersebut.

(j) Sekiranya kaedah pengiraan markah peperiksaan di IPTA lain tidak sama seperti

yang dilaksanakan di USM, kaedah penukaran gred akan dilakukan mengikut skala yang sedia ada.

(k) Pelajar-pelajar USM yang telah mendaftar kursus di IPTA lain dan membuat

keputusan untuk kembali mengikuti pengajian di USM, perlu mengikuti syarat-syarat pendaftaran kursus yang sedia ada di USM.

Tatacara Permohonan Bagi Mengikuti Kursus/Pemindahan Kredit Pelajar USM yang ingin memohon mengikuti kursus/pemindahan kredit di IPTA lain perlu memohon dengan menggunakan 'Borang Pemindahan Kredit'. Borang permohonan perlu dikemukakan untuk kelulusan Dekan Pusat Pengajian bagi program pengajian yang sedang diikuti dalam tempoh tiga bulan sebelum dimajukan kepada IPTA lain untuk pertimbangan.

57

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 59: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Rancangan Pertukaran Pelajar Rancangan ini bertujuan memberi peluang kepada pelajar USM untuk mengikuti pengajian di luar negara selama satu atau dua semester di mana-mana rakan institusi USM. Secara ideal, para pelajar digalakkan menyertai rancangan pertukaran ini antara semester ketiga hingga semester kelima mereka (program ijazah 3 tahun) dan antara semester ketiga hingga semester ketujuh (program ijazah 4 tahun). Pengajian di luar negara dirancangkan terlebih dahulu bersama Dekan atau Timbalan Dekan Pusat Pengajian yang berkenaan, juga dengan Pejabat Pengajian Antarabangsa. Kredit yang diperoleh di rakan universiti itu boleh dipindahkan sebagai sebahagian daripada pengumpulan kredit untuk pengijazahan. Untuk maklumat lanjut, sila layari http://www.usm.my/bheaa/

Rancangan Pertukaran Pelajar Antara IPT [RPPIPT] Rancangan ini bertujuan memberi peluang kepada pelajar USM mengikuti pengajian selama satu semester atau satu sidang akademik di IPTA lain di Malaysia. Melalui Rancangan ini pelajar-pelajar boleh melakukan permindahan kredit bagi kursus-kursus yang di ambil di IPTA lain. 2.5 Program Mentor-Mentee Pengenalan Program mentor-mentee merupakan satu program sokong-bantu yang melibatkan kakitangan yang berpengalaman dan terlatih yang dilantik khas (mentor) sebagai perunding, pembimbing dan kaunselor kepada staf USM, ahli keluarga mereka serta pelajar USM yang memerlukan bantuan dalam apa jua aspek psikososial yang boleh menjejaskan kefungsian sosial mereka. Program ini berharap dengan pertolongan yang diberikan mereka yang dibantu dapat mengurus isu psikososial mereka dengan lebih berkesan dan akhirnya dapat meningkatkan kesejahteraan sosial demi mencapai mutu kehidupan yang lebih bermutu. Objektif Program Mentor-Mentee di USM (a) Melahirkan lebih ramai lagi kakitangan atau warga kampus yang sihat. Warga

yang sihat boleh melahirkan kualiti kerja yang diperlukan serta memperkukuhkan lagi kesejahteraan sosial warga USM.

(b) Meningkatkan lagi masyarakat penyayang dengan memupuk semangat kekitaan

dan konsep saling bantu-membantu. Menerusi program ini mentor yang dilatih boleh menjadi agen sosial untuk mempromosikan lagi masyarakat penyayang di USM.

58

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Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 60: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

(c) Melahirkan lebih ramai lagi ahli sukarelawan untuk membantu mereka yang memerlukan pertolongan. Program mentor-mentee berpegang kepada konsep sokong bantu atau bantu diri yang berteraskan kepada khidmat sukarela. Mentor yang dilatih dan terlibat dengan khidmat pertolongan ini tidak akan menerima apa-apa ganjaran kewangan.

(d) Mencegah kemudaratan dalam apa jua aspek psikososial. Penubuhan program ini

diharap dapat mencegah apa jua masalah sosial dan psikologi sebelum masalah berkenaan sampai ke tahap yang kritikal. Mentor yang dilatih diharap dapat menjadi radar atau pengesan isu psikososial bagi mereka yang mungkin memerlukan pertolongan. Mereka boleh bertindak sebagai perujuk untuk membekalkan semua khidmat sosial yang ada di dalam dan di luar USM.

Definisi Mentor-Mentee Mentor berasal dari perkataan Greek yang bermaksud rakan, kaunselor atau guru yang boleh dipercayai. Mentor biasanya terdiri daripada orang yang mempunyai pengalaman dalam memberi pertolongan kepada mereka yang memerlukannya. Mentee pula merujuk kepada individu yang menerima pertolongan. Dalam memberi khidmat menolong, mentor yang berpengetahuan dan berpengalaman bertindak sebagai pembimbing, rakan dan guru kepada mentee yang memerlukan bantuan untuk menambahbaikkan lagi dirinya sama ada dalam konteks pembentukan kerjaya, pendidikan, kerohanian, kesihatan mental dan dalam apa jua aspek pembangunan diri. Terdapat pelbagai jenis program mentor-mentee. Program mentor-mentee boleh diperkenalkan dalam konteks yang lebih formal atau informal. Sama ada program itu diperkenalkan secara formal atau informal objektifnya adalah sama. Program mentor-mentee yang berbentuk formal mempunyai struktur yang lebih teratur dan sering diperkenalkan di organisasi-organisasi yang lebih mantap dan teguh. Program mentor-mentee yang formal mempunyai objektif tertentu, sistem pencapaian dan penilaian yang diatur untuk melihat keberkesanan program yang berkenaan. Setiap kakitangan perlu mencapai sesuatu dalam jangka masa yang telah ditetapkan. Tujuan utamanya adalah untuk membolehkan mentee (biasanya pekerja yang baru dan kurang berpengalaman) mendapat bimbingan yang betul dan berkesan tentang misi dan objektif organisasi demi meningkatkan mutu kerja dan imej organisasi yang berkenaan. Dalam situasi ini mentee yang menerima bimbingan dapat berpegang kepada objektif organisasi demi menjaga mutu yang berterusan. Program mentor-mentee yang informal biasanya tidak memerlukan struktur yang rigid. Ia lebih kepada membantu rakan sekerja mendapatkan nasihat, bimbingan yang betul tanpa mempunyai harapan yang ditetapkan.

59

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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Keperluan Sistem Mentor-Mentee di USM Usaha memperkenalkan program mentor-mentee untuk kakitangan dan pelajar USM datang daripada Y.Bhg. Prof. Tan Sri Dato' Dzulkifli Abdul Razak, Naib Canselor sendiri. Kesedaran ini timbul kerana kemunculan masalah psikososial dalam kalangan warga kampus khususnya kakitangan dan juga pelajar USM. Kakitangan dan pelajar yang bermasalah selama ini tidak mempunyai saluran yang tertentu untuk membolehkan mereka mendapatkan bantuan. Walaupun terdapat khidmat kaunseling di USM, ramai yang keberatan untuk menggunakan khidmat ini kerana takut dilabelkan sebagai individu yang "bermasalah". Sistem mentor-mentee yang lebih bercorak informal ini diharapkan dapat menarik lebih ramai lagi kakitangan mendapatkan bimbingan atau bantuan dari individu yang dikenali atau yang mudah dihubungi. Pemilihan dan Peranan Mentor Program mentor-mentee mempunyai ahli jawatankuasanya sendiri. Pemilihan mentor terbuka kepada sesiapa saja daripada kakitangan USM yang benar-benar berminat dalam proses menolong. Program ini menggalakkan setiap jabatan atau pusat pengajian mempunyai seorang wakil untuk menjadi mentor. Wakil dari setiap jabatan atau pusat pengajian boleh bertindak sebagai mentor kepada kakitangan yang ada. Walau bagaimana pun, mentee tidak diwajibkan bertemu dengan mentor yang sedia ada di jabatan mereka. Mentee bebas memilih sesiapa daripada senarai mentor yang ada di USM. Mentor yang telah dilatih harus bersedia untuk menjalankan tugas mereka sebagai pembimbing, pembantu, perunding atau kaunselor kepada mereka yang memerlukannya. Mentor harus bersedia mengunakan pengetahuan, kemahiran dan berpegang kepada nilai-nilai dan etika menolong yang telah dibekalkan kepada mereka. Latihan Kesemua mentor diwajibkan melalui 3 peringkat latihan yang telah dikenal pasti oleh pihak jawatankuasa mentor. Mentor akan dilatih oleh mereka yang telah terlatih dalam bidang kaunseling dan kerja sosial. Tajuk yang diperkenalkan di peringkat latihan pertama termasuk: (a) Peranan dan sistem mentor (b) Peranan dan kepentingan perkhidmatan menolong (c) Memahami diri (d) Keperluan psikososial kanak-kanak dan remaja (e) Keperluan psikososial dewasa dan warga emas (f) Personaliti tingkah laku (g) Kemahiran asas menolong (h) Proses penyelesaian masalah (i) Nilai dan etika menolong Pada akhir sesi latihan peringkat pertama kesemua mentor yang telah menghadiri bengkel ini diharapkan dapat memberi khidmat mentor-mentee kepada mereka yang memerlukannya.

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Page 62: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Prosedur Latihan Mentor Prosedur Staf USM dan Keluarga Staf untuk Mendapat Khidmat Mentor

Kriteria Mentor - Personaliti yang sesuai - Mempunyai latihan (Sekurang-kurangnya Peringkat 1) - Seorang Mentor dari setiap Pusat Pengajian

Pemilihan Mentor - Permohonan - Penilaian

Mentor Training (Level 1: 5 days) (Level 2: 2 days) (Level 3: 2 days)

Latihan Mentor (Peringkat 1: 5 hari) (Peringkat 2: 2 hari) (Peringkat 3: 2 hari)

Kakitangan Akademik & Bukan Akademik: Iklan untuk Menjadi Mentor

SISTEM

Panggilan E-mel Dijemput Rujukan oleh majikan,

keluarga, doktor dan kawan

Khidmat Mentor - Temuduga Kemasukan - Rundingan

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Page 63: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Tugas Mentor Tugas mentor merangkumi: ▪ Temuduga kemasukan dengan menggunakan Borang Kemasukan ▪ Rundingan ▪ Rujukan (jika perlu kepada Kaunselor/Psikologis/Psikiatris/Doktor Perubatan) ▪ Mengisi Jadual Log Mentor Kerja Penyimpanan Dokumen ▪ Mengisi nota kes mentoring ▪ Mengisi borang rumusan program mentoring setiap 3 bulan dan serah kepada

Sekretariat Mentor akan berjumpa untuk perbincangan kes DUA bulan sekali untuk: ▪ Pengurusan kes ▪ Perbincangan profesional

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3.0 KEPERLUAN UNIVERSITI 3.1 Ringkasan Keperluan Universiti Pelajar dikehendaki mengambil 15 - 18 unit kursus Universiti/Opsyen berikut untuk keperluan Universiti:

Keperluan Universiti Bilangan Unit

(i) Bahasa Malaysia (ii) Bahasa Inggeris (iii) Pelajar Tempatan • Tamadun Islam dan Tamadun Asia (TITAS) (2 Unit) • Hubungan Etnik (2 Unit) • Teras Keusahawanan* (2 Unit) Pelajar Antarabangsa • Malaysian Studies (4 Unit) • Opsyen/Bahasa Malaysia/Bahasa Inggeris (2 Unit) (iv) Bahasa Ketiga/Ko-Kurikulum/Kursus Kemahiran/Opsyen Pelajar perlu memilih satu daripada yang berikut: (A) Pakej Bahasa Ketiga (6 Unit) (B) Pakej Ko-kurikulum Berpakaian Seragam/Seni Silat Cekak† (4 - 6 Unit) (C) Ko-Kurikulum/Kursus Kemahiran/Opsyen† (3 Unit)

2 4

6

3 - 6

Jumlah 15 - 18

* Pelajar dari Pusat Pengajian yang mempunyai kursus yang sama seperti kursus ini dikecualikan daripada mengikuti kursus ini. Unit-unit berkenaan perlu diganti dengan kursus opsyen.

† Pelajar dari Pusat Pengajian Ilmu Pendidikan diwajibkan memilih satu pakej ko-kurikulum berpakaian seragam dalam (B). Pelajar dari Pusat Pengajian Sains Kesihatan mestilah mengambil satu unit kursus ko-kurikulum.

Perincian keperluan Universiti diberikan dalam bahagian-bahagian berikut.

3.2 Bahasa Malaysia (a) Pelajar Tempatan Keperluan-keperluan berkenaan ialah seperti yang berikut: • LKM300/2 - Bahasa Malaysia III Kursus ini adalah untuk pelajar yang tidak mempunyai gred kredit dalam mata

pelajaran Bahasa Malaysia pada peringkat SPM. Pelajar berkenaan dikehendaki mengambil dan lulus dengan gred minimum C dalam LKM300 sebagai prasyarat (jenis Z) dan seterusnya lulus dengan gred minimum C LKM400 - Bahasa Malaysia IV.

• LKM400/2 - Bahasa Malaysia IV Semua pelajar Malaysia perlu mengambil dan lulus LKM400 dengan gred

minimum C untuk pengijazahan.

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Syarat kemasukan Bahasa Malaysia ialah seperti yang berikut:

Bil Kelayakan Gred Peringkat Kemasukan

Jenis Unit Status

1. SPM/MCE/SC (atau kelayakan setara)

Pass LKM300 Z 2 Prasyarat

2. (a) LKM 300 (b) SPM/MCE/SAP (atau kelayakan setara)(c) STPM/HSC (atau kelayakan setara)

A - C1 - 6

P/S

LKM400

U

2

Wajib Keperluan Pengijazahan

Catatan: Untuk memperoleh unit kredit bagi kursus Bahasa Malaysia minimum gred C diperlukan. Pelajar boleh mendapatkan nasihat daripada Pusat Pengajian Bahasa, Literasi dan

Terjemahan jika mempunyai kelayakan yang berbeza daripada yang tertera dalam jadual. (b) Pelajar Antarabangsa • Pelajar antarabangsa yang mengikuti Ijazah Sarjana Muda dalam bidang Sains,

Perakaunan, Sastera (ELLS), Pendidikan (TESL) dan Perumahan, Bangunan dan Perancangan.

Semua pelajar antarabangsa dalam kategori ini dikehendaki mengambil kursus

berikut:

Kod Jenis Unit LKM100 U 2

• Pelajar antarabangsa (bukan Indonesia) yang mengikuti Ijazah Sarjana Muda

dalam bidang Sastera. Pelajar antarabangsa dalam kategori ini dikehendaki mengambil dan lulus 3

kursus Bahasa Malaysia Intensif sebelum memulakan rancangan Ijazah Sarjana Muda. Keperluan pengijazahan Bahasa Malaysia untuk pelajar dalam kategori ini ialah seperti yang berikut:

Kod Jenis Unit LKM300 U 2 LKM400 Z 2

• Pelajar antarabangsa (Indonesia) yang mengikuti Ijazah Sarjana Muda dalam

bidang Sastera. Keperluan pengijazahan Bahasa Malaysia bagi pelajar dalam kategori ini ialah

seperti yang berikut:

Kod Jenis Unit LKM200 U 2 LKM300 U 2 LKM400 Z 2

Catatan: Pelajar mesti lulus dengan minimum gred C untuk kursus jenis U dan tiada gred minimum diperlukan bagi kursus jenis Z (LKM400) bagi pelajar antarabangsa.

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3.3 Bahasa Inggeris Semua pelajar Ijazah Sarjana Muda perlu mengambil 4 unit kursus Bahasa Inggeris untuk memenuhi keperluan Universiti untuk pengijazahan. (a) Syarat Kemasukan Kursus Bahasa Inggeris

Bil Kelayakan Bahasa Inggeris

Gred Peringkat Kemasukan

Status

1. *MUET LSP401/402/403/404†Budi Bicara Dekan

Band 6 A - C

LHP 451/452/453/ 454/455/456/ 457/458/459

Wajib/Opsyen/ Jenis U (2 Unit)

2. *MUET LSP300 †Budi Bicara Dekan

Band 5 A - C

LSP 401/402/403/

404

Wajib/ Jenis U (2 Unit)

3. *MUET LMT100 †Budi Bicara Dekan

Band 4 A - C

LSP300 Wajib/ Jenis U (2 Unit)

4. *MUET †Budi Bicara Dekan

Band 3/2/1(Skor

0 - 179)

LMT100/ Ulangi MUET

Prasyarat/ Jenis Z (2 Unit)

* MUET: Malaysia University English Test. † Pelajar boleh mendapatkan nasihat daripada Pusat Pengajian Bahasa, Literasi dan

Terjemahan jika mempunyai kelayakan Bahasa Inggeris yang berbeza daripada yang tertera dalam jadual di atas.

Note: • Empat (4) unit kursus Bahasa Inggeris diperlukan untuk pengijazahan. • Untuk memperoleh unit bagi semua kursus Bahasa Inggeris, pelajar perlu mendapatkan

sekurang-kurangnya gred C bagi kursus tersebut. • Bagi pelajar yang memperoleh skor 260 - 300 (Band 6) dalam MUET, 4 unit kursus

Bahasa Inggeris mesti dikumpulkan daripada kursus peringkat maju (LHP451/452/453/454/455/456/457/458/459*) atau kursus bahasa asing dengan kebenaran bertulis daripada Dekan Pusat Pengajian Bahasa, Literasi dan Terjemahan.

(Sila gunakan borang yang boleh didapati di Pusat Pengajian Bahasa, Literasi dan Terjemahan)

[*Bilangan unit kursus LHP457 ialah 4 dan bilangan unit kursus LHP451, 452, 453, 454, 456, 458 dan 459 ialah 2.]

• Pelajar yang mendapat skor MUET kurang daripada 180 perlu mengulangi MUET sehingga mendapat skor Band 4 ataupun mengikut kursus kemahiran LMT100 dan lulus dengan gred C.

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(b) Kursus Bahasa Inggeris (Unit Bahasa Inggeris Wajib) Kursus Bahasa Inggeris yang ditawarkan sebagai kursus Universiti ialah seperti

yang berikut:

Bil Kod/Unit Tajuk Kursus Pusat Pengajian (Jika Berkenaan) 1. LMT100/2 Bahasa Inggeris

Persediaan Pelajar daripada semua Pusat Pengajian

2. LSP300/2 Bahasa Inggeris Akademik

Pelajar daripada semua Pusat Pengajian

3. LSP401/2 Bahasa Inggeris Am

Pusat Pengajian Ilmu Pendidikan (Sastera) Pusat Pengajian Seni Halus Pusat Pengajian Ilmu Kemanusiaan Pusat Pengajian Sains Kemasyarakatan

4. LSP402/2 Bahasa Inggeris Saintifik dan Perubatan

Pusat Pengajian Sains Kajihayat Pusat Pengajian Sains Fizik Pusat Pengajian Sains Kimia Pusat Pengajian Sains Matematik Pusat Pengajian Teknologi Industri Pusat Pengajian Ilmu Pendidikan (Sains) Pusat Pengajian Sains Perubatan Pusat Pengajian Sains Kesihatan & Pergigian Pusat Pengajian Sains Farmasi

5. LSP403/2 Bahasa Inggeris Perniagaan dan Komunikasi

Pusat Pengajian Pengurusan Pusat Pengajian Komunikasi

6. LSP404/2 Bahasa Inggeris Teknikal dan Kejuruteraan

Pusat Pengajian Sains Komputer Pusat Pengajian Perumahan, Bangunan dan Perancangan Pusat Pengajian Kejuruteraan

3.4 Pelajar Tempatan - Tamadun Islam dan Tamadun Asia/Hubungan Etnik/ Teras Keusahawanan (a) Tamadun Islam dan Tamadun Asia Kursus berikut diwajibkan lulus (dengan minimum gred C): HTU223 - Tamadun Islam dan Tamadun Asia (TITAS) (2 Unit) Kursus ini bertujuan untuk meningkatkan pemahaman pelajar tentang sejarah,

prinsip, nilai, aspek utama Tamadun Melayu, Tamadun Islam serta budayanya. Dengan pendedahan ilmiah tentang hal-hal budaya dan ketamadunan di Malaysia, diharapkan para pelajar akan menjadi lebih peka terhadap isu-isu yang boleh menyumbang kepada pemupukan budaya hormat dan harmoni dalam kalangan masyarakat majmuk di Malaysia. Antara tajuk dalam kursus ini ialah Interaksi antara Pelbagai Tamadun, Tamadun Islam, Tamadun Melayu, Cabaran Kontemporari yang dihadapi oleh Tamadun Islam dan Asia dan Prinsip Islam Hadhari.

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(b) Hubungan Etnik Kursus berikut diwajibkan lulus (dengan minimum gred C): SHE101 - Hubungan Etnik (4 Unit) Kursus ini merupakan pengantar kepada hubungan etnik di Malaysia. Kursus ini

dirangka dengan tiga objektif utama: (1) memperkenalkan kepada pelajar terhadap konsep asas dan praktis persemuafakatan sosial di Malaysia, (2) mengukuhkan kefahaman asas terhadap cabaran dan masalah dalam masyarakat berbilang etnik, dan (3) memberikan kefahaman dan kesedaran dalam menangani kompleksiti hubungan etnik di Malaysia. Pada akhir kursus ini pelajar diharapkan berupaya untuk mengenal pasti dan mengaplikasikan kemahiran untuk menganalisis isu-isu yang berkaitan dengan hubungan etnik di Malaysia.

(c) Teras Keusahawanan Kursus berikut diwajibkan lulus (dengan minimum gred C): WUS101 - Teras Keusahawanan (2 Unit) Kursus ini bertujuan untuk memberi pendedahan asas kepada pelajar tentang

bidang keusahawanan dan perniagaan, dengan penekanan pelaksanaan kepada aspek belajar sambil mengalami proses melaksanakan projek perniagaan di dalam kampus. Kaedah pembelajaran ialah secara syarahan interaktif, amali, penyediaan rancangan perniagaan, pelaksanaan projek keusahawanan dan pembentangan laporan. Pengalaman amali melalui penglibatan langsung pelajar dalam pengendalian projek perniagaan akan dapat mencetus minat dan memberi gambaran yang lebih jelas kepada dunia keusahawanan. Hasil pembelajaran utama ialah penerapan budaya dan amalan murni keusahawanan dalam amalan harian pelajar. Inisiatif ini diambil untuk membuka minda dan merangsang semangat keusahawanan kepada kumpulan sasar yang berpotensi sebagai usahawan yang berjaya. Pendedahan ilmu keusahawanan kepada semua mahasiswa diharapkan dapat mempercepatkan usaha menambah bilangan usahawan kelas menengah negara.

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3.5 Pelajar Antarabangsa - Malaysian Studies/Opsyen (a) Malaysian Studies (Kursus ini dikendalikan dalam Bahasa Inggeris) Kursus berikut diwajibkan lulus (dengan minimum gred C) bagi semua pelajar

antarabangsa: SEA205E - Malaysian Studies (4 Units) This course investigates the structure of the Malaysian system of government and

the major trends in contemporary Malaysia. Emphasis will be given both to current issues in Malaysian politics and the historical and economic developments and trends of the country. The discussion begins with a review of the independence process. An analysis of the formation and workings of the major institutions of government – parliament, judiciary, bureaucracy, and the electoral and party systems will follow this. The scope and extent of Malaysian democracy will be considered, especially in light of current changes and developments in Malaysian politics. The second part of the course focuses on specific issues: ethnic relations, national unity and the national ideology; development and political change; federal-state relations; the role of religion in Malaysian politics; politics and business; Malaysia in the modern world system; civil society; law, justice and order; and directions for the future.

(b) Opsyen/Bahasa Malaysia/Bahasa Inggeris (2 Units) Pelajar antarabangsa perlu memenuhi 2 unit lagi kursus opsyen atau kursus Bahasa

Malaysia/Bahasa Inggeris tambahan.

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3.6 Bahasa Ketiga/Ko-Kurikulum/Kursus Kemahiran/Opsyen Pelajar dikehendaki memilih satu daripada yang berikut (A/B/C): (A) Pakej Bahasa Ketiga (6 Unit) Kursus Bahasa Ketiga ditawarkan sebagai kursus Universiti. Kursus berkenaan

ditawarkan sebagai pakej 3 peringkat, 2 unit bagi setiap peringkat. Jumlah keseluruhan bilangan unit setiap pakej ialah 6. Pelajar dikehendaki melengkapkan kesemua peringkat (3 semester). Pakej yang ditawarkan ialah seperti yang berikut:

Arab

Komunikasi Cina

Komunikasi Jepun

Komunikasi Jerman

Komunikasi Korea|

Komunikasi LTA100/2 LTC100/2 LTJ100/2 LTG100/2 LTK100/2 LTA200/2 LTC200/2 LTJ200/2 LTG200/2 LTK200/2 LTA300/2 LTC300/2 LTJ300/2 LTG300/2 LTK300/2

Perancis

Komunikasi Rusia

Komunikasi Sepanyol

Komunikasi Tamil

Komunikasi Thai

Komunikasi LTP100/2 LTR100/2 LTE100/2 LTT100/2 LTS100/2 LTP200/2 LTR200/2 LTE200/2 LTT200/2 LTS200/2 LTP300/2 LTR300/2 LTE300/2 LTT300/2 LTS300/2

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(B) Pakej Ko-Kurikulum Berpakaian Seragam/Seni Silat Cekak (4 - 6 Unit) Pelajar yang memilih untuk mengambil kursus ko-kurikulum berpakej dikehendaki

melengkapkan kesemua peringkat pakej berkenaan. Pelajar dari Pusat Pengajian Ilmu Pendidikan diwajibkan memilih satu pakej ko-kurikulum berpakaian seragam dari senarai di bawah (tidak termasuk Seni Silat Cekak). Pakej ko-kurikulum yang ditawarkan ialah seperti yang berikut:

• Pakej Ko-Kurikulum Berpakaian Seragam Bersenjata/Seni Silat Cekak (6 Unit) (3 tahun)

PALAPES Tentera Darat

PALAPES Tentera Laut

PALAPES Tentera Udara

SUKSIS (Sukarelawan Polis Siswa)

Seni Silat Cekak

WTD102/2 WTL102/2 WTU102/2 WPD101/2 WCC123/2

WTD202/2 WTL202/2 WTU202/2 WPD201/2 WCC223/2

WTD302/2 WTL302/2 WTU302/2 WPD301/2 WCC323/2 • Pakej Ko-Kurikulum Berpakaian Seragam tidak Bersenjata (4 Unit) (2 tahun)

Kelana Siswa Bulan Sabit Merah Ambulans St. John WLK101/2 WBM101/2 WJA101/2 WLK201/2 WBM201/2 WJA201/2

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(C) Ko-Kurikulum/Kursus Kemahiran/Opsyen (3 Unit) Semua pelajar digalakkan mengikuti kursus ko-kurikulum dan diberikan jumlah

maksimum 3 unit bagi kursus ko-kurikulum Khidmat Masyarakat, Kebudayaan dan Sukan (Pelajar daripada Pusat Pengajian Sains Kesihatan mestilah mengambil sekurang-kurangnya satu kursus ko-kurikulum termasuk yang disenaraikan dalam (B) di atas sementara pelajar Pusat Pengajian Ilmu Pendidikan mesti mengambil satu pakej ko-kurikulum Berpakaian Seragam daripada (B) di atas (tidak termasuk Seni Silat Cekak)). Pelajar yang tidak mendaftar mana-mana kursus ko-kurikulum atau hanya mendaftar sebahagian daripada 3 unit perlu menggantikan unit berkenaan dengan kursus kemahiran/opsyen. Kursus ko-kurikulum, kemahiran dan opsyen yang ditawarkan ialah seperti yang berikut:

(i) Kursus Ko-Kurikulum Khidmat Masyarakat, Kebudayaan dan Sukan

Berpakej (Pelajar perlu melengkapkan kesemua peringkat)

Khidmat Masyarakat(2 Tahun)

Jazz Band (3 Tahun)

Karate (3 Tahun)

Taekwondo (3 Tahun)

WKM101/1 WCC108/1 WSC108/1 WSC115/1

WKM201/1 WCC208/1 WSC208/1 WSC215/1

WCC308/1 WSC308/1 WSC315/1

Bukan Berpakej (1 Semester)

Kebudayaan Sukan WCC103/1 - Catan WSC105/1 - Bola Tampar

WCC105/1 - Gamelan WSC106/1 - Golf

WCC107/1 - Guitar WSC110/1 - Memanah

WCC109/1 - Koir WSC111/1 - Ping Pong

WCC110/1 - Kraftangan WSC112/1 - Renang

WCC115/1 - Tarian Moden WSC113/1 - Aerobik

WCC116/1 - Tarian Tradisi WSC114/1 - Skuasy

WCC117/1 - Teater Moden WSC116/1 - Tenis

WCC118/1 - Wayang Kulit Melayu WSC119/1 - Badminton

WCC119/1 - Senaman Qigong Asas WSC122/1 - Selaman SCUBA

WCC120/1 - Canting Batik WSC123/1 - Kriket

WCC121/1 - Seni Khat

WCC122/1 - Seni Memasak (ii) HTV201/2 - Teknik Berfikir (iii) Kursus opsyen/kemahiran lain yang disarankan atau diwajibkan oleh Pusat

Pengajian masing-masing (jika ada)

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(iv) Kursus Bahasa Inggeris Kursus berikut boleh diambil sebagai kursus Universiti untuk memenuhi

keperluan Bahasa Inggeris wajib (bagi Band 5 dan Band 6 dalam MUET) atau sebagai kursus kemahiran/opsyen:

Bil Kod/Unit Tajuk Kursus 1. LHP451/2 Pembacaan Berkesan 2. LHP452/2 Penulisan untuk Perniagaan 3. LHP453/2 Penulisan Kreatif 4. LHP454/2 Penulisan Akademik 5. LHP455/2 Kemahiran Sebutan Bahasa Inggeris 6. LHP456/2 Bahasa Inggeris Lisan 7. LHP457/4 Penulisan Ucapan dan Berpidato 8. LHP458/2 Bahasa Inggeris bagi Penterjemahan

(Ditawarkan pada Semester II sahaja) 9. LHP459/2 Bahasa Inggeris bagi Interpretasi

(Ditawarkan pada Semester I sahaja) (v) Kursus Bahasa Asing Kursus Bahasa Asing yang ditawarkan oleh Pusat Pengajian Bahasa,

Literasi dan Terjemahan boleh diambil untuk mencukupkan unit kredit sama ada sebagai opsyen atau wajib untuk pengijazahan. Pelajar tidak dibenarkan mendaftar lebih daripada satu kursus Bahasa Asing secara serentak dalam satu semester. Mereka dikehendaki menamatkan dua peringkat bagi kursus Bahasa Asing yang sedang diambil sebelum dibenarkan mendaftar kursus Bahasa Asing yang lain. Walau bagaimanapun, pelajar tidak perlu menamatkan keempat-empat peringkat kursus jika tidak berkeupayaan. Kursus Bahasa Asing yang ditawarkan ialah seperti yang berikut:

Arab Cina Jepun Jerman Sepanyol

LAA100/2 LAC100/2 LAJ100/2 LAG100/2 LAE100/2 LAA200/2 LAC200/2 LAJ200/2 LAG200/2 LAE200/2 LAA300/2 LAC300/2 LAJ300/2 LAG300/2 LAE300/2 LAA400/2 LAC400/2 LAJ400/2 LAG400/2 LAE400/2

Perancis Thai Tamil Korea Russia LAP100/2 LAS100/2 LAT100/2 LAK100/2 LAR100/2 LAP200/2 LAS200/2 LAT200/2 LAK200/2 LAP300/2 LAS300/2 LAT300/2 LAK300/2 LAP400/2 LAS400/2

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PENGENALAN

RANCANGAN IJAZAH SARJANA MUDA PENDIDIKAN [TESOL] Misi USM Rancangan Ijazah Sarjana Muda Pendidikan [TESOL] telah dibentuk berlandaskan Misi Universiti Sains Malaysia iaitu:

MISI UNIVERSITI Universiti Sains Malaysia akan memimpin dan menginovasi untuk kecemerlangan pada peringkat antarabangsa melalui pemajuan dan penyebaran ilmu dan kebenaran, dan pemupukan kualiti yang menekankan kecemerlangan akademik dan profesional, perkembangan individu yang menyeluruh dan komitmen yang kukuh terhadap aspirasi masyarakat, aspirasi negara dan aspirasi universal.

Objektif Program Program ini ditawarkan secara terbuka kepada sesiapa sahaja yang berminat, samada dari kalangan guru Kementerian Pendidikan atau calon-calon STPM/STAM/Matrikulasi yang memohon melalui UPU. Ini bertujuan untuk menambahkan sumber tenaga profesional dalam bidang ini. Rancangan Sarjana Muda Pendidikan [TESOL] bertujuan untuk menyediakan guru-guru serta pegawai-pegawai perkhidmatan pendidikan yang bersifat profesional, berdedikasi dan berinovasi serta mempunyai perspektif yang luas dan menyeluruh terhadap penyelidikan; mempunyai pengetahuan yang mendalam mengenai proses pengajaran dan pembelajaran; mempunyai kemahiran mengajar yang berkenaan dalam keadaan yang berlainan; dan mempunyai sikap yang positif terhadap sekolah, pendidikan dan masyarakat. Di samping memberi latihan ikhtisas dalam bidang pendidikan, program ini disusun supaya dapat memberi penegasan kepada pengkhususan ilmiah dalam satu bidang akademik. Penegasan dan pendedahan kepada beberapa ilmu akademik yang lain adalah bertujuan supaya pelajar program ini mendapat pendidikan yang lebih menyeluruh. Pengkhususan ilmiah dalam satu bidang akademik akan membolehkan pelajar mengajar sekurang-kurangnya satu mata pelajaran sekolah sehingga ke tingkatan enam.

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Profil guru yang hendak dihasilkan daripada program ini ialah:

i) Mempunyai ciri-ciri personaliti yang baik seperti penyayang, sensitif kepada keperluan pelajar dan bertimbang rasa.

ii) Mempunyai ciri-ciri pendidik yang profesional dan memahami etika

profesion perguruan.

iii) Menguasai konten mata pelajaran dengan kukuh dan mendalam.

iv) Mahir dalam pengetahuan pedagogi dan mampu menguruskan pengajaran dengan berkesan.

v) Mempunyai ciri-ciri kepimpinan, inovatif, bersikap positif dan

mempunyai kemahiran berkomunikasi dan interpersonal yang baik.

vi) Menguasai kemahiran Teknologi Maklumat dan berupaya menggunakan ICT dalam pengajaran dan pembelajaran.

Enam ciri ini adalah penting dikuasai oleh setiap bakal guru untuk menghadapi tugas bagi meningkatkan kualiti pendidikan negara masa hadapan.

Matlamat Program Sarjana Muda Pendidikan [TESOL] Program ini bertujuan melahirkan guru-guru yang boleh mengajar mata pelajaran Bahasa Inggeris di sekolah menengah dengan berkesan dan berakauntabiliti. Sehaluan dengan misi USM, “kami memimpin”, PPIP memimpin ke arah menjadikan Bahasa Inggeris sebagai bahasa utama di samping Bahasa Melayu, bukan sebagai bahasa kedua seperti yang diamalkan oleh IPTA lain dalam program TESL atau “teaching English as a Second Language” yang mereka tawarkan. Secara khusus, objektif program tersebut ialah menghasilkan guru-guru yang:- 1. Memahami dengan mendalam struktur linguistik dan tata bahasa bahasa Inggeris

yang boleh memberi keyakinan yang tinggi kepada pelajar bagi mengajar bahasa Inggeris di sekolah dengan baik.

2. Mempunyai kemahiran dan kelancaran yang baik dalam pertuturan dan penulisan

bahasa Inggeris, khasnya untuk tujuan berkomunikasi di peringkat kebangsaan dan antarabangsa.

3. Memahami dan menguasai kemahiran mengajar komponen kesusasteraan dalam

Bahasa Inggeris kepada murid-murid sekolah serta mempunyai penguasaan dalam pembacaan bahan-bahan sastera Inggeris luar negara dan tempatan yang memberi pemahaman tentang pelbagai budaya, nilai, tradisi dan agama.

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4. Mempunyai kemahiran untuk merekabentuk pengajaran dan pembelajaran menggunakan Teknologi Maklumat bagi membantu meningkatkan penguasaan Bahasa Inggeris oleh murid-murid sekolah.

5. Mempunyai sikap yang baik sebagai guru bahasa Inggeris serta memahami dan

menghormati etika profesion perguruan.

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STRUKTUR RANCANGAN SARJANA MUDA PENDIDIKAN [TESOL]

PROGRAM 4 TAHUN Struktur Pengijazahan Rancangan ini mengandungi empat komponen utama yang meliputi sebanyak 130 unit. Pengajian unit adalah seperti berikut:-

Komponen Teras Pusat Pengajian - 26 unit Komponen Teras Program - 69 unit Komponen Minor - 20 unit Kursus Universiti/Opsyen - 15 unit --------- 130 unit ===== Komponen Teras Pusat Pengajian [26 unit] Kursus-kursus dalam komponen ini ditawarkan oleh Pusat Pengajian Ilmu Pendidikan. Ia memberi pendedahan dan pengalaman pedagogi untuk membolehkan guru mengajar mata pelajaran berkenaan di sekolah. Ia adalah juga untuk membentuk personaliti guru yang profesional dalam menghadapi cabaran pendidikan masa hadapan.

Komponen Teras Program [69 unit] Komponen ini terdiri daripada Kursus Wajib [65 unit] dan Kursus Pilihan [4 unit]. Kursus wajib ialah kursus yang memberi pengetahuan dan kemahiran teras bagi mereka yang berkecimpung dalam program TESOL. Kursus Pilihan ialah kursus tambahan yang menyokong dan memperkayakan pengetahuan dan kemahiran pelajar dalam bidang TESOL. Komponen Minor [20 unit] Untuk program Sarjana Muda Pendidikan [TESOL], dicadangkan bidang minor yang paling sesuai ialah bidang Multimedia Interaktif bagi memperkayakan kemahiran dan pengetahuan guru-guru Bahasa Inggeris mengintegrasikan teknologi maklumat semasa dalam proses P & P, selaras dengan perkembangan pesat dalam penggunaan multimedia dan hipermedia di sekolah. Oleh itu kursus-kursus dari pengkhususan Multimedia Interaktif telah dipakejkan sebagai pakej Minor bagi program ini.

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Komponen Kursus Universiti/Opsyen [15-18 unit] Kursus-kursus dalam komponen ini terdiri daripada :

Bahasa Inggeris/Opsyen Bahasa Malaysia Tamadun Islam dan Tamadun-Tamadun Asia (TITAS) Kursus Teras Keusahawan Hubungan Etnik Kokurikulum Kursus Kemahiran/Analisis Jumlah

4 2 2 2 2 4-6 2 15-18 unit

Selebihnya (3-6 Unit)

• Opsyen kursus U – HTV/HPW 2 – Bahasa Asing 6 – PALAPES 6 – SUKSIS 6 – Kelanasiswa 4 – PBSM 4 – SJAM 4 – Sukan 1 - 3 – Kebudayaan 1 - 3

Syarat PPIP

• Untuk pengambilan baru 2008/2009 – Semua pelajar DIWAJIBKAN mengambil mana-mana kokurikulum

badan beruniform bermula pada tahun pertama. • PALAPES 6 (6 sem) • SUKSIS 6 (6 sem) • SJAM 4 (4 sem) • PBSM 4 (4 sem) • Kelanasiswa 4 (4 sem)

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SYARAT KHAS PUSAT PENGAJIAN ILMU PENDIDIKAN Syarat minimum gred ‘C’ ini ditetapkan bagi semua kursus kaedah yang ditawarkan kerana pelajar-pelajar perlu mempunyai kemahiran penting seperti yang terkandung di dalam pengajaran kursus-kursus ini untuk membolehkan mereka melaksanakan tugas-tugas pengajaran dan pembelajaran dengan berkesan. Senarai kursus kaedah adalah seperti berikut:

PGT219/3 Pengantar Kaedah Mengajar Ilmu Kemanusiaan PPG210E/3 General Science Teaching Methods I PGT212E/3 Mathematics Teaching Methods I PGT310E/3 Biology Teaching Methods II PGT311E/3 Chemistry Teaching Methods II PGT312E/3 Mathematics Teaching Methods II PGT313E/3 Physics Teaching Methods II PPG214/3 Kaedah Mengajar Bahasa Malaysia I PPG215/3 English Language Teaching Methods I PGT223/3 Kaedah Mengajar Geografi I PGT224/3 Kaedah Mengajar Sejarah I PGT225/3 Kaedah Mengajar Kesusasteraan Melayu I PGT226/3 Kaedah Mengajar Perdagangan I PGT227/3 Kaedah Mengajar Ekonomi I PPT314/3 Kaedah Mengajar Bahasa Malaysia II PPG315/3 English Language Teaching Methods II PPG316/3 Kaedah Mengajar Geografi II PPG317/3 Kaedah Mengajar Sejarah II PPG318/3 Kaedah Mengajar Kesusasteraan Melayu II PGT326/3 Kaedah Mengajar Perdagangan II PGT327/3 Kaedah Mengajar Ekonomi II QMT309/3 Kaedah Mengajar Multimedia Interaktif PET301/3 Teaching Of English Through Literature PPS212/4 Pengajaran Kemahiran Berbahasa dan Menulis Di Peringkat Prasekolah PPS214/4 Teaching English Language Skills PPK311/3 Pendekatan Pengajaran Pelajar Bermasalah Pembelajaran PPK312/3 Pendekatan Pengajaran Pelajar Bermasalah Pendengaran PPK313/3 Pendekatan Pengajaran Pelajar Bermasalah Penglihatan

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STRUKTUR RANCANGAN DAN KEPERLUAN IJAZAH Kursus Asas Kursus Asas adalah kursus-kursus pengantar atau yang membina aspek asasi di dalam sesuatu Rancangan Pengajian, dan dengan itu merupakan kursus prasyarat dan wajib bagi semua pelajar Rancangan Pengajian itu. Kursus-kursus ini terdiri daripada kursus-kursus peringkat 100 - 200 yang ditetapkan daripada Rancangan Pengajian yang sama atau Rancangan Pengajian yang lain yang sesuai dengannya. Kursus-kursus ini juga merupakan kursus-kursus sepunya bagi semua pelajar di dalam Rancangan Pengajian tersebut. Kursus Teras Terdapat dua jenis kursus teras untuk Pertama, kursus teras sepunya. Semua pelajar diwajibkan mengambil kursus-kursus ini. Kedua, kursus teras major yang diwajibkan kepada pelajar pengkhususan tertentu sahaja. Kursus Elektif Kursus Elektif ialah kursus-kursus yang mendalami atau menyokong sesuatu pengkhususan atau major di dalam suatu Rancangan Pengajian. Kursus-kursus ini terdiri daripada kursus-kursus peringkat 300 khas untuk pengkhususan tertentu sahaja. Kursus Minor Kursus Minor ialah bungkusan kursus daripada satu bidang pengkhususan atau bungkusan kursus yang dikhaskan dan ditawarkan kepada para pelajar daripada Rancangan Pengajian yang lain. Pelajar-pelajar digalakkan mengambil minor dalam bidang-bidang berikut: Ekonomi, Penerbitan Kursus Universiti Seperti di bab 2. Kursus Bahasa Malaysia Sila rujuk Buku Panduan Pusat Pengajian Bahasa, Literasi & Terjemahan. Kursus Bahasa Inggeris Sila rujuk Buku Panduan Pusat Pengajian Bahasa, Literasi & Terjemahan. HPW 102/2 PEMIKIRAN KRITIS Kursus ini bertujuan menolong pelajar berhujah dengan lebih berkesan dan menganalisis hujah-hujah yang didapati dalam bahan bacaan secara lebih efektif . Oleh demikian, kursus ini akan menganalisis petikan tertentu (terpilih) daripada bahan-bahan bacaan dalam bidang sastera dan juga bidang sains termasuk petikan dalam bidang sejarah,

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falsafah, kesusasteraan, kritikan seni dan sains. Walau bagaimanapun sebelum sesorang pelajar dapat berhujah dan menganalisis hujah secara berkesan beliau perlu mengetahui pelbagai kemahiran yang digunakan dalam bidang logik dan pemikiran seperti:

i. Falasi-falasi informal seperti penggunaan sebab palsu (false cause), berhujah dari

bahagian ke keseluruhan (composition), berhujah dari keseluruhan ke bahagian (division), membuat generalisasi secara tergesa-gesa (hasty generalization), hujah berbelit-belit (circular reasoning), menyampaikan perbandingan yang tidak tepat (false analogy), ekuivokasi (equivocation), merayu kepada perasaan (appeal to emotion) dan laing-lain lagi.

ii. Cara menggunakan contoh lawan dan hujah lawan (counter-examples and counter

arguments) untuk mengkritik atau menentang hujah yang lemah (atau hujah yang disampaikan oleh pihak lawan)

iii. Perkara-perkara teknikal daripada bidang logik yang dapat diaplikasi secara luas;

seperti perbezaan antara hujah deduktif dengan hujah induktif, cara membezakan antara silogisme yang valid dengan tidak valid, maksud hujah yang bernas (sound arguments, as opposed to arguments which are invalid) pertalian antara pernyataan seperti implikasi, kontradiksi kontrari, subkontrari, konsistensi dan lain-lain lagi.

iv. Meninjau pelbagai teknik penaakulan yang dianggap “baru”, seperti teknik Edward

de Bono yang membezakan antara pemikiran “lateral” dengan pemikiran “vertical”. Perbincangan tentang sama ada “teknik de Bono” merupakan suatu cara berfikir yang baru ataupun cuma cara yang sudah ditinjau dalam bidang logik tetapi diberikan nama-nama baru supaya ianya senang difahami oleh pembaca umum.

HTU 223/2 TAMADUN ISLAM DAN TAMADUN ASIA Sejak Sidang Akademik 2006/07 kursus Tamadun Islam dan Tamadun Asia (TITAS/HTU 223/2) dan Hubungan Etnik (SHE 101/2) yang setiap satunya bernilai dua unit ditawarkan di USM sebagai sebuah kursus wajib universiti. Kursus TITAS dan Hubungan Etnik dijadikan kursus-kursus wajib diambil di semua Institut Pengajian Tinggi Awam Malaysia. Pelajar perlu mengambil kedua-dua kursus tersebut dan lulus (memperolehi sekurang-kurangnya gred C) untuk memenuhi syarat pengijazahan. Pusat Pengajian Ilmu Kemanusiaan menawarkan dan menyelaras kursus TITAS (HTU 223); manakala kursus Hubungan Etnik (SHE 101) dikendalikan oleh Pusat Pengajian Sains Kemasyarakatan Kursus TITAS dan Hubungan Etnik bertujuan untuk meningkatkan pemahaman pelajar mengenai sejarah, prinsip, nilai, aspek utama Tamadun Melayu, Tamadun Islam serta budayanya. Dengan pendedahan ilmiah mengenai hal-hal budaya dan ketamadunan di Malaysia, diharap para pelajar akan menjadi lebih peka terhadap isu-isu yang boleh menyumbang kepada pemupukan budaya hormat dan harmoni di kalangan masyarakat majmuk di Malaysia.

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Antara topik-topik utama ialah: a. Pengenalan kepada konsep tamadun b. Tamadun Islam c. Tamadun Melayu sebagai teras budaya kebangsaan Malaysia d. Tamadun India e. Tamadun Cina f. Isu-isu semasa, masa depan dan dialog peradaban g. Interkasi antara tamadun h. Prinsip-prinsip Islam Hadhari

Syarat Pendaftaran Bagi HTU 223, Pelajar boleh mendaftar untuk kursus ini mengikut kesesuaian jadual waktu. Tetapi bagi SHE 101, pelajar diwajibkan mendaftar kursus ini pada tahun I, Semester Kedua. HTV 201/2 TEKNIK BERFIKIR Kursus ini mendedahkan kepada pelajar pelbagai stail pemikiran yang diperlukan dalam kehidupan harian, akademik dan profesional. Stail-stail pemikiran yang diperkenalkan termasuk pemikiran kreatif, analitikal, kritikal, logikal, vertikal, lateral dan proaktif. Kaedah-kaedah tertentu untuk menjana pelbagai stail pemikiran seperti peta minda dan provokasi dibincangkan. Kursus ini juga mendedahkan kepada pelajar pelbagai alatan berfikir untuk meluaskan dan mendalamkan daya persepsi. Pelajar dilatih mengaplikasikan stail dan alat berfikir yang diperkenalkan untuk menyelesaikan berbagai masalah berdasarkan bidang pengajian mereka. Batas-batas penggunaan beberapa teknik berfikir yang biasa digunakan juga dibincangkan.

Hubungan Etnik

Kursus Hubungan Etnik (SHE 101/2) melihat kepada konsep asas dan perkembangan hubungan antara budaya dan kepelbagaian etnik di negara ini. Apa yang dipentingkan ialah keupayaan pelajar melihat dan memahami masyarakat Malaysia dari kacamata Malaysia dalam konteks jalinan hubungan Wilayah ASEAN. Juga dititikberatkan ialah isu Malaysia dalam suasana global dan melihat bagaimana agama berperanan dalam konteks membina masyarakat Malaysia. Melalui kursus ini adalah diharapkan kefahaman berkenaan permuafakatan sosial dan asas Hubungan Etnik dapat dijelmakan melalui pembelajaran yang kreatif. Natijah daripada proses pembelajaran ini ialah kefahaman dan kesedaran tentang konsep hubungan etnik dalam masyarakat berbilang kaum, agama dan kepercayaan.

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Kursus Kokurikulum Setiap kursus mempunyai 1 unit untuk satu semester dan jumlah unit maksimum yang boleh diambilkira di dalam kursus ini ialah 3 unit. Kursus Berbentuk Kemahiran/Analisis Kursus-kursus berbentuk kemahiran/analisis digalakkan di bawah komponen kursus Universiti. Contoh kursus termasuklah Pemikiran Kritis, Falsafah Sains, Pengurusan Perniagaan Kecil dan sebagainya.

Kursus kemahiran/analisis bagi pelajar-pelajar Pusat Pengajian Pengurusan ialah: LKI 150/2 Bahasa Inggeris Pengurusan I LKI 250/2 Bahasa Inggeris Pengurusan II LKI 350/2 Bahasa Inggeris Pengurusan III LKI 450/2 Bahasa Inggeris Pengurusan IV Kursus Opsyen Kursus Opsyen ialah kursus-kursus yang dipilih sendiri oleh pelajar daripada luar rancangan pengajiannya. Ia dimaksudkan sebagai kursus yang didaftarkan untuk menggantikan kursus-kursus Universiti. Kursus Audit

Universiti secara dasarnya membenarkan pelajar mendaftar mana-mana kursus sebagai audit bagi tujuan menambahkan pengetahuan pelajar dalam bidang tertentu semasa tempoh pengajian mereka. Namun begitu, unit kursus audit ini tidak akan diambilkira untuk tujuan pengijazahan. Peraturan pendaftaran kursus sebagai audit:- [a] Pelajar boleh mendaftar kursus sebagai audit untuk tujuan menambah pengetahuan

mereka dalam sesuatu bidang. Pendaftaran kursus tersebut hendaklah dilakukan dalam tempoh minggu pendaftaran kursus.

[b] Hanya pelajar yang bertaraf aktif sahaja yang dibenarkan mendaftar kursus sebagai

audit. [c] Kursus-kursus yang didaftarkan sebagai audit dikenali sebagai kod jenis ‘Y’. Kursus

ini akan ditunjukkan dalam transkrip akademik berkenaan. Satu ruangan di akhir transkrip akademik pelajar akan dikhaskan untuk menyenaraikan kursus-kursus yang diambil secara audit.

[d] Pendaftaran kursus sebagai audit tidak diambilkira dalam jumlah unit minimum dan

maksimum pendaftaran kursus pada satu-satu semester.

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[e] Pelajar perlu memenuhi syarat-syarat keperluan kursus. Pelajar yang mendaftar kursus sebagai audit, tidak diwajibkan menduduki peperiksaan bagi kursus itu. Gred ‘R’ akan diberikan sama ada pelajar menduduki peperiksaan atau tidak.

RANCANGAN PENGKHUSUSAN SARJANA MUDA PENDIDIKAN [TESOL]

PROGRAM 4 TAHUN

Komponen kursus-kursus dalam Rancangan Sarjana Muda Pendidikan [TESOL] –Program 4 tahun adalah seperti berikut:

STRUKTUR KURIKULUM

Komponen Kurus

Bahasa Inggeris (PPIK)

Pendidikan (PPIP)

MI (PTPM)

Universiti Jumlah

Teras Pusat Pengajian

- 26 - 26

Teras Program (Pengkhususan)

33 36 - 69

Minor - 20 - 20

Universiti - 15 15

Jumlah 33 62 20 15 130 PPIK = Pusat Pengajian Ilmu Kemanusiaan PPIP = Pusat Pengajian Ilmu Pendidikan PTPM = Pusat Teknologi Pengajaran dan Multimedia MI = Multimedia Interaktif Komponen Teras Pusat Pengajian [26 unit]

Kod Kursus Tajuk Kursus

PGA 101/3 Pelajar dan Keperluan Pembelajaran

PGA 102/3 Perkembangan Intrapersonal & Interpersonal Remaja

PGA 103/3 Guru, Sekolah dan Masyarakat

PGA 203/3 Kemahiran Komunikasi dan Interpersonal untuk Guru

PGT 202E/3 Basic Educational Measurement and Evaluation

PGT 303/3 Pengantar Penyelidikan & Kajian Tindakan

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PGT 342/2 Kemahiran Kepemimpinan Guru

PGT 437E/3 General School Administration

PGT 436E/3 Information and Communication Technology in Education

Komponen Teras Pengkhususan [69 unit]

Kod Kursus Tajuk Kursus

Kursus Wajib daripada PPIP (32 unit)

PET 101/3 Effective Reading Skills for TESOL

PET 102/3 Oral Skills for TESOL

PET 103/3 Effective Writing for TESOL

PET 225/4 TESOL Curriculum Development

PET 301/3 Teaching of English Through Literature

PPG 215/3 English Language Teaching Methods I

PPG 315/3 English Language Teaching Methods II

PGT 490/10 Latihan Mengajar

Kursus Wajib daripada PPIK (33 unit)

HET 212/4 Children’s Literature

HET 213/4 Structure & Grammar in English

HXE 107/3 Theories of Receptive Skills and Productive Skills

HXE 108/3 Approaches to English Literature

HXE 205/4 Language Learning Theories

HXE 209/4 Linguistics I (Phonology and Morphology of English)

HXE 302/4 Linguistics II (Syntax and Semantics of English)

HXE 305/3 Malaysian Literature in English

HXE 306/4 Sociology & Psychology of Language

Kursus Pilihan daripada PPIP (4 unit)

PET 224/4 Communicating in Speech & Writing in TESOL

PET 226/4 Pedagogical Grammar for TESOL

PET 423/4 Learner Autonomy in TESOL

PET 424/4 Project Work in TESOL

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PANDUAN PENDAFTARAN KURSUS RANCANGAN SARJANA MUDA PENDIDIKAN [TESOL]

PROGRAM 4 TAHUN

Sidang 2009/2010

Tahun Semester 1 unit Semester 2 unit

1 2009/10

PGA 102 PGA 103 HXE 107 HXE 108 QMT 112 WUS 101 Kursus universiti

3 3 3 3 3 2 2

PGA 101 PET 101 PET 102 PET 103 SHE 101 Kursus universiti

3 3 3 3 2 2

19 16

2 2010/11

PGT 203 PET 224/PET423 HXE 209 HET 212 QMT 212

3 4 4 4 3

QMT 222 PGT 202E PET 225 HXE 205 QMT 213E Kursus universiti

4 3 4 4 3 2

18 20

3 2011/12

PGT 342 PPG 215 HET 213 HXE 305 QMT 324E Kursus universiti

2

3 4 3 3 2

QMT 323E PET 301 PPG 315 HXE 302 PGT 303

4 3 3 4 3

17 17

4 2012/13

PGT 436E HXE 306 PGT 437E Kursus universiti

3 4 3 3

PGT 490

10

13 10

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PANDUAN PENDAFTARAN KURSUS RANCANGAN SARJANA MUDA PENDIDIKAN [TESOL]

PROGRAM 4 TAHUN

SEMESTER 1 (2009/2010)

Kod Kursus Unit PGA 102 Perkembangan Intrapersonal & Interpersonal Remaja 3 PGA 103 Guru, Sekolah dan Masyarakat 3 HXE 107 Theories of Receptive Skills and Productive Skills 3 HXE 108 Approaches to English Literature 3 QMT 112 Aplikasi Perisian Komputer 3 WUS 101 Keusahawanan 2 Kursus Universiti 2

Jumlah 19 19 unit SEMESTER 2 (2009/2010)

Kod Kursus Unit PET 101 Effective Reading Skills for TESOL 3 PET 102 Oral Skills for TESOL 3 PET 103 Effective Writing for TESOL 3 PGA 101 Pelajar dan Keperluan Pembelajaran 3 SHE 101 Hubungan Etnik 2 Kursus Universiti 2

Jumlah 16 35 unit SEMESTER 1 (2010/2011)

Kod Kursus Unit PET 224 or PET 423

Communicating in Speech & Writing in TESOL Learner Autonomy in TESOL

4

HXE 209 Linguistics I (Phonology and Morphology of English)

4

HET 212 Children’s Literature 4 QMT 212 Reka Bentuk Instruksi 3 PGT 203 Kemahiran Komunikasi dan Interpersonal Untuk

Guru 3

Jumlah 18 53 unit SEMESTER 2 (2010/2011)

Kod Kursus Unit PET 225 TESOL Curriculum Development 4 PGT 202E Basic Educational Measurement and Evaluation 3 HXE 205 Language Learning Theories 4 QMT213E Digital Audio and Video 3 QMT 222 Grafik 2D, 3D dan Animasi 4 Kursus Universiti 2

Jumlah 20 73 unit

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SEMESTER 1 (2011/2012)

Kod Kursus Unit PPG 215 English Language Teaching Methods I 3 PGT 342 Kemahiran Kepemimpinan Guru 2 HET 213 Structure & Grammar in English 4 HXE 305 Malaysian Literature in English 3 QMT 324E Multimedia Authoring 3 Kursus Universiti 2

Jumlah 17 90 unit SEMESTER 2 (2011/2012)

Kod Kursus Unit PET 301 Teaching of English Through Literature 3 PPG 315 English Language Teaching Method 2 3 PGT 303 Pengantar Penyelididikan & Kajian Tindakan 3 HXE 302 Linguistics II (Syntax and Semantics of English) 4 QMT323E Design and Development of Web based Instruction 4

Jumlah 17 107 unit SEMESTER 1 (2012/2013)

Kod Kursus Unit PGT 437E General School Administartion 3 PGT 436E Information and Communication Technology in

Education 3

HXE 306 Sociology & Psychology of Language 4 Kursus Universiti 3

Jumlah 13 120 unit SEMESTER 2 (2012/2013)

Kod Kursus Unit PGT 490 Latihan Mengajar 10

Jumlah 10 130 unit BIDANG MULTIMEDIA INTERAKTIF

Kod/Unit Kursus

Tajuk Kursus

QMT112/3 Aplikasi Perisian Komputer QMT212/3 Rekabentuk Instruksi QMT213E/3 Digital Audio and Video QMT222/4 Grafik 2D, 3D dan Animasi QMT323E/4 Design and Development of Web Based Instruction QMT324E/3 Multimedia Authoring

87

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Hasil Pembelajaran Rancangan Sarjana Muda Pendidikan (TESOL) Komponen

kursus Kod Kursus Konten Hasil Pembelajaran

Teras Pusat Pengajian

PGA101/3 PGA102/3 PGA103/3 PGA203/3 PGT202E/3 PGT303/3 PGT342/3 PGT437E/3 PGT436E/3

Kursus teras pendidikan fokus kepada aspek-aspek penting dalam: 1. pembelajaran dan

perbezaan individu 2. asas pengukuran dalam

pendidikan 3. perhubungan

interpersonal dan intrapersonal remaja

4. perkembangan pendidikan di Malaysia dari segi sejarah,falsafah dan sosiologi

5. kepimpinan guru dan kajian tindakan dalam pendidikan

6. pengurusan dan pentadbiran sekolah

7. penggunaan ICT dalam proses pengajaran-pembelajaran

1. Mempunyai ciri-ciri personaliti pendidik yang profesional dan memahami etika profesion perguruan

2. Mempunyai ciri-ciri kepimpinan, inovatif, bersikap positif dan mempunyai kemahiran berkomunikasi dan interpersonal yang baik

3. Menguasai kemahiran Teknologi Maklumat dan berupaya menggunakan ICT dalam kerjaya

Teras Wajib daripada PPIP

PGT490/10 1. Program induksi kendiri terhadap tugas dan profesion perguruan

2. Program amali mengajar mengikut pengkhususan major dan minor

3. Penglibatan dalam kegiatan ko-kurikulum dan aktiviti-aktiviti sekolah

1. Mempunyai ciri-ciri pendidik yang profesional dan memahami etika

profesion perguruan

2. Menguasai konten mata pelajaran dengan kukuh

3. Mempunyai kemahiran pengurusan

ko-kurikulum sekolah

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Teras Pengkhususan wajib daripada PPIP

PET101/3 PET102/3 PET103/3 PET225/3 PET301/3 PPG215/3 PPG315/3

Kursus teras pengkhususan merangkumi: 1. Kemahiran bahasa

Inggeris dari segi bertutur, membaca dan menulis

2. Kemahiran pedagogi dalam pengajaran kemahiran bertutur, membaca, menulis dan kesusasteraan di sekolah

3. Teori dan amalan rekabentuk sukatan pelajaran dan pembinaan bahan TESOL

4. Pembinaan atau pengubahsuaian bahan bagi kurikulum TESOL yang berpusatkan pelajar

5. Konsep asas, prinsip-prinsip, amalan serta isu-isu pengajaran Bahasa Inggeris dalam konteks TESOL

1. Mahir dalam penggunaan dan pengajaran Bahasa Inggeris terutamanya dalam konteks TESOL di Malaysia

2. Peka terhadap isu-isu berkaitan dengan TESOL dan berkebolehan mengkritik serta mengubahsuaikan amalan untuk meningkat pengajaran dan pembelajaran Bahasa Inggeris di sekolah

Kursus pilihan wajib daripada PPIP

PET224/4 PET226/4 PET423/4 PET424/4

Kursus pilihan merangkumi: 1. Pengukuhan dalam

kemahiran berkomunikasi secara menulis atau bertutur

2. Penguasaan tatabahasa Bahasa Inggeris dan pedagogi tatabahasa

3. Motivasi dan autonomi guru pelatih dalam menjalankan projek TESOL

4. Kemahiran membantu pembelajaran bahasa secara berdikari untuk pembelajaran sepanjang hayat

1. Menguasai kemahiran berkomunikasi dalam Bahasa Inggerís

2. Menguasai kemahiran menguruskan pembelajaran sepanjang hayat

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SINOPSIS KURSUS-KURSUS SARJANA MUDA PENDIDIKAN - TESOL

KURSUS TERAS PUSAT PENGAJIAN

PGA 101/3 Pelajar Dan Keperluan Pembelajaran

Kursus ini memperkenalkan konsep-konsep dan isu-isu utama dalam proses pembelajaran peringkat persekolahan. Faktor-faktor yang mempengaruhi pembelajaran dan proses kognitif serta cara mengendalikan tuntutan-tuntutan yang berkaitan menjadi fokus perbincangan. Penekanan akan diberikan kepada mengaplikasikan pembelajaran berdasarkan masalah yang ‘authentic’ dan jitu. Dengan ini diterampilkan tema-tema yang berkaitan dengan keperluan pelajar yang melibatkan domain kognitif seperti perbezaan individu, teori-teori perkembangan dan gaya pembelajaran, kemahiran serta strategi pembelajaran, motivasi pembelajaran dan aspek penilaian pencapaian akademik. Kursus ini akan dijalankan menerusi kuliah, tutorial dan kerja projek.

Rujukan utama:

1. Atan Long (1998). Psikologi Pendidikan. KL: Dewan Bahasa dan Pustaka 2. Amir Awang (1986). Teori-teori Pembelajaran. Selangor : Fajar Bakti. 3. Eggen, P. & Kauchak, D. (1997). Educational Psychology: Windows on Classroom

(3rd Edition). New Jersey: Prentice Hall.

PGA 102/3 Perkembangan Intrapersonal Dan Interpersonal Remaja

Kursus ini memperkenalkan konsep intra dan interpersonal remaja dan bagaimana remaja dapat memahami kedua-dua konsep tersebut serta berupaya mengaplikasikan kemahiran-kemahiran interpersonal di dalam kehidupan seharian mereka. Penekanan intrapersonal mencakupi aspek perkembangan diri seperti puberti, kognitif, psikologi dan personaliti remaja. Manakala aspek interpersonal lebih menjurus kepada aspek perhubungan berdasarkan perkembangan intrapersonal di atas. Antara aspek perhubungan interpersonal yang boleh dikaitkan ialah hubungan rakan sebaya, kemahiran asas bimbingan dan kaunseling serta mentoring.

Rujukan utama:

1. Abdul Rashid Hj. Mohamad (2000). Bimbingan dan kaunseling. Kuala Lumpur: Longman

2. Shahizan Hasan, Tsai Chen Chien & Saw Hooi Chin (2003). Intra dan interpersonal remaja. Kuala Lumpur : PTS Publications.

3. Wood, J. T. (1999). Interpersonal communication everyday encounters (2nd edition). Belmont : Wadsworth Publishing Company.

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PGA 103/3 Guru, Sekolah Dan Masyarakat

Kursus ini bertujuan membina kefahaman guru pelatih tentang asas-asas dan konsep-konsep utama perkembangan pendidikan di Malaysia dari segi aspek falsafah, sosiologi dan sejarah. Ia juga memupuk keperihatinan guru pelatih terhadap kemajmukan latar belakang budaya pelajar-pelajar serta menyedarkan guru pelatih kepada isu-isu dalam masyarakat berbilang kaum, status sosio ekonomi dan hubungannya dengan pencapaian akademik. Pelajar-pelajar juga akan memahami konsep sekolah sebagai satu organisasi sosial.

Rujukan utama:

1. Hussein Haji Ahmad (1983). Pendidikan dan Masyarakat: Antara Dasar, Reformasi dan Wawasan. DBP: Kuala Lumpur.

2. Sufean Hussin (1993). Pendidika Di Malaysia: Sejarah , Sistem dan Falsafah. DBP:Kuala Lumpur

3. Marimuthu, T. Pengenalan Sosiologi Pendidikan. Fajar Bakti:Kuala Lumpur. PGT 202E/3 Basic Educational Measurement and Evaluation This course is an introduction to the basic concepts pertaining to testing, measurement and evaluation for the classroom teachers. The focus is on item and test construction, analysis, interpretation and improvement of items in objective and subjective tests. Students need to display their mastery and skills in all the above concepts by completing a set of individual assignments.

Main References: 1. Airasian, P. (1994). Classroom Assessment. New York: McGraw Hill Inc. 2. Mokhtar Ismail (1994). Penilaian di Bilik Darjah. Kuala Lumpur: DBP 3. Ward, A. & Murray-Ward, M. (1999). Assessment in Classroom. London:

Wardsworth Learning Outcomes 1. Explain and differentiate the terminologies: criterion reference test & norm reference

test, constructed-response test & selected-response test, summative assessment & formative assessment

2. Compare three kinds of measurement objectives (cognitive, affective and psychomotor)

3. Analyze dichotomous items and interpret test scores 4. Explain the characteristics of performance assessment, portfolio assessment and the

scoring methods 5. Explain and differentiate each kind of reliability and validity 6. Propose an example of school based assessment system for a certain subject

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PGA/PGT203/3 Kemahiran Komunikasi dan Interpersonal untuk Guru

Kursus ini memberi tumpuan kepada pembinaan kemahiran berkomunikasi yang baik dalam pelbagai konteks persekolahan, ciri-ciri interpersonal yang sesuai untuk tugas sebagai guru dan pendidik, serta sikap yang positif dan proaktif terhadap perubahan-perubahan dalam pendidikan. Strategi metakognitif akan digunakan. Fokus kursus adalah untuk membentuk guru yang berkualiti tinggi dari perspektif: a) kemahiran berkomunikasi, b) kemahiran interpersonal, c) pembinaan kepimpinan kognitif, dan d) pembinaan personaliti. Rujukan utama: 1. Adair, J. (1988). The effective communicator. Petaling Jaya: Pelandok 2. Beebe, S. A. & Masterson, J. T. (1994). Communicating in small groups: Principles

and practices (4th.Ed.) New York : Harper Collins. 3. Bert, D. (1988). How to communicate effectively. London: Kogan Page PGT 303/3 Pengantar Penyelidikan dan Kajian Tindakan Kursus terbahagi kepada dua bahagian. Bahagian pertama terdiri daripada komponen yang memberi kefahaman kepada pelajar tentang konsep asas menjalankan penyelidikan pendidikan. Kandungan kursus dalam bahagian ini meliputi pengetahuan tentang konsep asas dan jenis penyelidikan, proses dan kaedah penyelidikan sama ada secara kualitatif ataupun kuantitatif. Selain itu, konsep pemboleh ubah, teknik pensampelan, pembinaan alat ukur dan analisis data akan dibincangkan. Bahagian kedua berkaitan dengan kajian tindakan: falsafah, konsep dan kepentingan kajian tindakan. Penekanan diberikan kepada tujuan kajian tindakan, iaitu untuk membuat muhasabah diri guru dan memeriksa amalan kerja secara inkuiri dan sistematik. Kursus ini juga akan mendedahkan kronologi sejarah perkembangan kajian tindakan (di Malaysia dan global), prinsip-prinsip dan ciri-ciri kajian tindakan kepada pelajar. Pendekatan-pendekatan menjalankan kajian tindakan juga diutarakan dengan memberi kefahaman kepada pelajar setiap peringkat dalam satu kitaran proses kajian tindakan: mengenal pasti masalah, membuat keputusan, membuat perancangan, melaksanakan tindakan, pengumpulan dan menganalisis data, membuat refleksi dan keputusan berdasarkan data yang diperolehi. Di samping itu, kursus ini juga menyentuh perbandingan antara kajian tindakan dengan kajian-kajian ilmiah yang lain. Amalan refleksi dapat mempertingkatkan perkembangan ikhtisas guru serta isu-isu, trend, etika dan permasalahan dalam menjalankan kajian tindakan di sekolah dan bilik darjah. Rujukan utama

1. Best J.W. & Kahn, J.W. (1998). Research in Education. Boston, Allyn and Bacon. 2. Elliot, J. (1991). Action Research for educational change. Milton

Keynes, UK, Open University Press. 3. McNiff, J. (1988). Action Reseach: Principles and practice. Routledge, London.

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PGT 342/2 Kemahiran Kepimpinan Guru Kursus ini bertujuan membina ciri-ciri kepimpinan dalam diri pelajar untuk menyediakan mereka menghadapi tanggungjawab sebagai guru yang dinamik dan berpotensi membawa perubahan. Bahagian awal kursus ini akan dikendalikan dalam bentuk kuliah dan perbincangan, dan diikuti dengan penglibatan pelajar dalam aktiviti-aktiviti kepimpinan yang akan dirancang. Perkembangan program latihan kepimpinan ini diasaskan kepada 4 teori sosial, iaitu 1) ‘Social Influence Theory’, 2) ‘Social Inoculation theory’, 3) ‘Social Learning Theory’ dan 4) ‘Cognitive Behaviour Theory’. Aspek-aspek kemahiran kepimpinan yang akan ditekankan ialah: (i) negotiation skills, (ii) pengurusan pelbagai tingkah laku, personaliti dan sifat manusia, (iii) kemahiran berkomunikasi dan interaksi, (iv) nilai dan etika kerja, termasuk ketaatan, tanggungjawab, hormat, bermaruah, ‘selfless service’, ‘personal courage’, integriti dan lain-lain. Pelajar akan dinilai berdasarkan kebolehan mereka mengendalikan aktiviti-aktiviti kepimpinan dalam pendidikan. Rujukan utama 1. Anderson, John E. “By Knowing These Eight Secrets You Can … Make Your Child

A Leader”. Reader’s Digest 143, no. 1855, July 1993, pp. 19-26 2. Anderson, Terry D.(1998). Transforming leadership: Equipping yourself and

coaching others to build the leadership organization. Boca Raton, Florida: St. Lucie Press.

3. Bass, B.M. (1990) Bass & Stogdill's Handbook of Leadership. N.Y.: The Free Press PGT 437E/3 General School Administration This course emphasizes the important aspects in school management and administration, especially the duties of the Principal, the Senior Assistants and also the Subject Department Heads. Other aspects in daily school management by teachers such as discipline, co-curriculum, resource center, guidance and counseling, management of student affairs, the curriculum, supervision and school inspection will also be discussed.

Main References: 1. EPRD Ministry of Education. (1985). “Chapter V Organization and Administration”.

Education in Malaysia. Kuala Lumpur 2. Foo Say Fooi (2005). Etika Perguruan – Jaminan Peningkatan Profesionalisme.

Serdang: Penerbit UPM. 3. Yukl, G. (1994) Leadership In Organizations. New York: Prentice Hall

International

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PGT 436E/3 Information and Communication Technology in Education This course introduces the application of ICT in education. The focus will be on the principles and techniques of design, construction and evaluation of ICT teaching-learning materials, specifically interactive multimedia CAI and educational websites. At the end of this course prospective teachers will be skilled in the use of ICT to increase the quality of the teaching and learning process. Issues such as instructional design and the application of computer skills in the development of multimedia software will be discussed. Main References: 1. Oon_Seng Tan (2004). Enhancing Thinking through Problem-based Learning

Approaches. Singapore: Thomson Learning. 2. Smaldino, S. E., Russell, J. D., Heinich, R., & Molenda, M. H. (2004). Instructional

technology and media for learning (8th Ed.). Upper Saddle River, NJ: Merrill. 3. Allison Rossett (2002). The ASTD E-Learning handbook: Best practices, strategies

and case studies for an emerging field. McGraw-Hill.

PGT 490/10 Latihan Mengajar Kursus ini djalankan selama dua puluh minggu, meliputi dua peringkat. Peringkat pertama di sekolah menengah yang dipilih adalah program induksi kendiri terhadap tugas dan profesion perguruan, di mana pelajar dikehendaki mendapatkan maklumat penting tentang tugas guru sebagai pendidik, dan peranan sekolah menguruskan program pendidikan. Maklumat tersebut diperoleh berdasarkan pemerhatian kendiri terhadap persekitaran kerja di sekolah serta interaksi bersemuka dengan pentadbir, guru, dan pelajar sekolah. Maklumat dikumpul dalam satu portfolio dan disertai dengan satu laporan refleksi bertulis. Kedua-duanya perlu diserah untuk dinilai. Pelajar yang gagal menyempurnakan tugasan induksi tersebut tidak dibenar meneruskan ke peringkat kedua Latihan Mengajar. Peringkat kedua ialah program amali di mana pelajar ditempatkan di sekolah menengah yang ditentukan oleh Pusat Pengajian. Pelajar dikehendaki mengajar dua mata pelajaran mengikut pengkhususan major dan minor masing-masing. Pelajar-pelajar juga diwajibkan terlibat dalam kegiatan kokurikulum dan aktiviti-aktiviti anjuran sekolah. Semasa latihan, pelajar-pelajar dibimbing oleh seorang guru pembimbing yang ditentukan oleh pihak sekolah dan diselia oleh seorang penyelia yang dilantik oleh Pusat Pengajian.

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KURSUS TERAS PROGRAM

PET 101/3 Effective Reading Skills For TESOL The main aim of this course is to help the students become proficient and keen readers themselves. Thus they will not only be exposed to various reading strategies but also be required to use them in reading exercises that cover various text types over a wide range of topics. In providing this hands-on experience, it is hoped that the students who are future TESOL teachers will understand problems faced by their students and be able to suggest ideas to promote the teaching of reading comprehension in school. Main References: 1. Epstein, I. D. & Nieratka, E. B. (1999). The Proficient Reader. (3rd Ed.) New York:

Houghton Mifflin. 2. Nuttal, C. (1996). Teaching Reading Skills in a Foreign Language. Oxford:

Heinemann. 3. Wallace, C. (1992). Reading. Oxford: OUP. Learning Outcomes 1. Define, explain and discuss the concept of reading 2. Extract main ideas in reading texts 3. Read for specific information in academic and non-academic texts 4. Describe and evaluate text organization 5. Predict and infer in reading texts 6. Analyze and make sense of unfamiliar words in reading texts 7. Link different ideas in a linear and non-linear text 8. Read critically in academic and non-academic texts 9. Write a summary of a passage or a text PET 102/3 Oral Skills for TESOL The main aim of the course is to extend the students’ linguistic competence, which will indirectly increase their confidence in using spoken English. Students are also exposed to ways to develop their ability to analyze and evaluate spoken performance. The activities in this course will help improve students’ competence in various interactions. Students will also be introduced to principle components of effective speaking. Main References: 1. Littlewood, William (1991). Communicative Language Teaching. Cambridge: CUP. 2. Lynch, T., and Anderson, K. (1992). Study Speaking. Cambridge: CUP. 3. Richards, Jack. C., and Rodgers, Theodore S. (2001). Approaches and Methods in

language Teaching. Cambridge: CUP. Learning Outcomes 1. Plan, organize and perform a 30-minute drama to the public (as a group) 2. Plan, organize and present a 15-minute choral-speaking to the public (as a group) 3. Plan and present at least three 3-minute oral speaking activities in public (as

individuals)

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4. Reflect on their learning experiences on their planning, organizing and performing of drama

PET 103/3 Effective Writing for TESOL The ultimate aim of this course is to enable students to write clearly, concisely, coherently and correctly by providing due emphasis on skills in organizing and presenting information; coherence and cohesion; the use of appropriate vocabulary; and correct grammar so that they can effectively communicate their ideas in written form. Central to all the writing assigned in this course is a combination of both the genre approach and process approach to writing. As such, activities for reading and analyzing texts for successful communication patterns will be used for helping students plan their own written texts as well as training them to develop effective writing strategies. On the other hand, writing is also viewed as a process of generating ideas, drafting, getting feedback, revising and editing. Main References: 1. Axelrod, R.B. and Cooper, C.R. (1991). Reading Critically, Writing Well. New

York: St. Martin’s Press. 2. Connor, R and Glenn,C. (1992). The St. Martin’s Guide to Teaching Writing. New

York: St. Martin’s Press. 3. Grellet, F. (1996). Writing for Advanced Learners of English. Cambridge:

Cambridge University Press. Learning Outcomes 1. Identify different types of writing and apply criteria for different genres of writing 2. Acquire and apply meta-cognitive, cognitive and socio-affective strategies for

writing 3. Apply strategies in the process of writing: brainstorming, drafting, revising, editing 4. Identify and apply features of good academic writing 5. Identify and apply strategies of good practice in the academic essay writing process 6. Evaluate writing for editing and proof-reading purposes PET 224/4 Communicating in Speech and Writing in TESOL This course explores the various approaches and methodologies of teaching the productive skills of speaking and writing that are currently being used TESL/TESOL. This course will enable a critical appraisal to be made of traditional methods and new developments in the theory and practice of TESOL methodology and provide the students the opportunity to apply theoretical frameworks to the practice of teaching and assessment of the speaking and writing components of TESOL. Main References: 1. Arshad Abd Samad. (2004). Essentials of Language Testing for Malaysian

Teachers. Universiti Putra Malaysia Press. 2. Brown, H. Douglas. (2004). Language Assessment: Principles and Classroom

Practices. Longman

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3. Littlewood, William. (1991), Communicative Language Teaching. Cambridge: CUP.

4. Lynch, T., and Anderson, K. (1992). Study Speaking. Cambridge: CUP. Learning Outcomes 1. State the guidelines for effective classroom teaching and learning for writing and

speaking in TESOL 2. Explain, differentiate and evaluate the theories in teaching writing and speaking in

TESOL 3. Evaluate and select appropriate materials for infusing ESD in the teaching of English

in TESOL 4. Apply Computer Assisted Language Learning for ESL writing and speaking 5. Plan remedial work and enrichment activities to teach writing and speaking in

TESOL 6. Design classroom instruction to teach writing and speaking in TESOL 7. Identify techniques for evaluation of writing skills 8. Identify techniques for evaluation of speaking skills 9. Identify and apply necessary error correction in language classrooms 10. Explain and design problem based approach activities in teaching writing and

speaking in TESOL PET 225/4 TESOL Curriculum Development The course studies the theory and practice of syllabus design and materials development. The focus of the course will be on planning (which includes needs analysis, objective setting, duration of the course, etc.), content selection (based on factual information such as proficiency level, age of the learners, education background, previous learning experiences, learning goals, etc.), implementation (including methodology) and evaluation. It will also look at developing materials for a learner-centered curriculum in which only aspects of the language most urgently required by the learners will be included. Thus, emphasis will be on designing and adapting materials to meet the specific needs of the learners. Main References: 1. Brown, J.D. (1995). The elements of language curriculum: A systemic

approach to program development. Boston: Heinle & Heinle. 2. Dubin, F., and Olshtain, E. (1986). Course design: Developing

programs and materials for language learning. Cambridge: Cambridge University Press.

Learning Outcomes 1. Explain and define the principles and dimensions of curriculum development 2. Explain the development of the TESOL Curriculum in Malaysia 3. Identify Societal Factors affecting the TESOL Curriculum 4. Identify goals and develop objectives for a TESOL Curriculum

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5. Design a needs analysis questionnaire to identify and categorize needs for developing a TESOL syllabus

6. Analyse and critique an English Language syllabus within the framework of Taba’s model

7. Review the KBSM English Language syllabus 8. Identify the main features of a Communicative Syllabus 9. Identify the main features of a Task-based syllabus 10. Explain the guidelines used to develop materials in TESOL 11. Develop materials for a teaching module 12. Explain the criteria for evaluating materials in TESOL PET 226/4 Pedagogical Grammar for TESOL The fundamental aim of this course is to help participants translate the content specifications for the school English language syllabus into pedagogical content for classroom teaching. This course encompasses an understanding of descriptive grammar and prescriptive grammar, basic concepts of English morphology and syntax as well as methods and approaches in the teaching of grammar within the context of TESOL. Content on methods cover the grammar translation method, direct method, audiolingual method and communicative approach while content on grammar includes morphemes, rules of word formation, morphological analysis, basic phrases, clauses and tenses in sentence construction. In focusing on these areas for pedagogical purposes, it is hoped that students will also improve in their own command of the English grammar. Main References: 1. Akmajian, A. R. et. al (2001). Linguistics: An introduction to language and

communication. (5th ed.). Cambridge: MIT Press. 2. Jensen, J. T. (1990). Morphology: Word Structure in Generative Grammar.

Amsterdam: John Benjamins. 3. Parrott, M. (2000). Grammar for English Language Teachers. Cambridge: CUP. Learning Outcomes 1. Describe and differentiate between prescriptive, descriptive and pedagogical

grammar 2. Identify parts of speech 3. Analyse grammar according to morphology 4. Identify and apply the basic types of phrases, clauses and tenses 5. Explain, differentiate and evaluate the common methods/approaches in the teaching

of grammar 6. Apply grammar teaching strategies 7. Analyse and select appropriate materials for teaching grammar PET 301/3 Teaching of English Through Literature This course focuses on the pedagogical skills necessary for the effective teaching of literature to learners in school. As such it will make direct reference to literary texts

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prescribed by the Ministry of Education. This course aims to acquaint students with the techniques of teaching literature – poems, plays short stories and novels. It will help students to evaluate literary works appropriate for our school system. Furthermore, it will also examine why literature is taught, what types of literary works to be taught and how literature should be taught. Main References: 1. Brumfit, C and Benton, M. (1993). Teaching Literature: A World’s Perspective.

Macmillan Pub. Ltd. 2. Collies, J. and Slater, S. (2001). Literature in The language Classroom. Cambridge:

Cambridge University Press. 3. Lazar, G. (2002). Literature and Language Teaching. Cambridge: Cambridge

University Press. Learning Outcomes 1. Describe the KBSM literature syllabus in Malaysia 2. State the guidelines for effective classroom teaching and learning for literature 3. Explain, differentiate and evaluate the approaches to teach literature in the TESOL

context 4. Evaluate and select appropriate materials for teaching literature in TESOL 5. Apply drama as teaching strategies in the Literature Classroom 6. Plan classroom instruction to teach cross-cultural literary texts 7. Plan remedial work and enrichment activities to teach literature 8. Design classroom instruction to teach literature in TESOL PPG 215/3 English Language Teaching Methods 1 The course is designed to help trainee teachers understand the fundamental concepts of English Language Teaching and be familiar with the principles and practices of teaching English to speakers of other languages (TESOL). The course will focus on a range of procedures for planning and executing classroom instruction in TESOL in Malaysian schools. The language content specifications for all classroom teaching-learning activities will be based on the KBSM English language syllabus. Though the overall emphasis will be on the integration of theory and practice, teacher preparation procedures will mainly constitute experiential and awareness-raising practices. Main References: 1. Doff, A. (2002). Teach English: A training course for teachers. Cambridge: CUP. 2. Nunan, D. (2002). Practical English Language teaching. McGraw Hill. 3. Richards, Jack. C., and Rodgers, Theodore S. (2001). Approaches and Methods in

language Teaching. Cambridge: CUP. 4. Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge:

CUP.

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Learning Outcomes 1. Describe the practice of TESOL in the local context 2. State the guidelines for effective classroom teaching and learning 3. Plan classroom instruction and set lesson objectives 4. Explain, differentiate and evaluate the principal methods/approaches in ELT 5. State and compare the types of evaluation in the language classroom 6. Plan remedial work and enrichment activities in language teaching 7. Plan and execute classroom instruction PPG 315/3 English Language Teaching Methods II The course aims to provide trainee teachers the opportunity to further develop their knowledge and expertise in all aspects of teaching English to speakers of other languages. The course is process-oriented and allows for participation to review and reflect upon professional knowledge and its implication with particular reference to the local teaching situation. It also sets out to enable trainee teachers to be familiar with practices for continued professional growth. Current issues in TESOL will be focused on. Main References: 1. Cook, V. (2001). Second language learning and language teaching (3rd ed.).

London: Arnold. 2. Ur, P. (1996). A course in language teaching: Practice and theory.

Cambridge: Cambridge University Press. 3. Richards, J.C., and Nunan, D. (eds.) (1990). Second language teacher education.

Cambridge: Cambridge University Press. Learning Outcomes 1. Describe and analyse the changes in ELT and TESOL. 2. List, define and explain classroom methods in TESOL 3. Evaluate and integrate media and technology in TESOL 4. Design classroom instruction to teach, and test for, the four language skills and

literature in TESOL 5. State and evaluate teacher reflection and teacher development in TESOL PET423/4 Learner Autonomy In TESOL Recent trends in the field of TESOL have led to an emphasis on a communicative approach within a learner-centered curriculum and a growing awareness of the part that individual learner differences play in language learning success. It is also held that one of the teacher’s roles is to help each learner learn more effectively and take on more responsibility for his/her own learning. As such this course will help teacher trainees acquire the necessary expertise to help learners develop the capacity for more effective and independent language learning by focusing on individual differences in language learners, the theory and practice of learner training and current issues in learner autonomy.

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Main References: 1. Benson, P. (2001). Teaching and researching autonomy in language learning.

United Kingdom: Pearson Education Ltd. 2. Nunan, D. (1999). Second language teaching and learning. Boston: Heinle &

Heinle Publishers. 3. Rossner, R. & Bolitho, R. (eds.) (1990). Currents of Change in English Teaching.

London: Longman. Learning Outcomes 1. Raise awareness and increase motivational levels for autonomy in English language

learning 2. Acquire and apply self regulated leaning strategies 3. Clarify and define attitudes to English language learning 4. Change attitudes by selecting learning strategies to match preferred learning styles 5. Change attitudes by exercising control over learning through self-monitoring and

self-assessment 6. Manage own learning by transferring teacher’s roles to learner’s roles PET 424/4 Project Work In TESOL Authenticity, learner autonomy and motivation are three areas that have generated continuing debate in TESOL. All the three areas can be enhanced in project work in TESOL. This course will require the students to decide on their own projects relating to the teaching of the language. Projects are conducted in a group and topics are to be decided in consultation with the lecturer. Each project must first be planned and discussed and later evaluated. Projects should extend beyond the classroom, taking the experience of the classroom out into the world. Main References: 1. Fried-Booth, D. (1987). Project work. Open University Press. 2. Pegrum, M. (2000). The outside world as an extension of the EFL/ESL Classroom.

The Internet TESL Journal, 5(3). 3. Sheppard, K. & Stoller, F. (1995). Guidelines for the integration of student projects

into ESP classroom. English Teaching Forum, 33(2). Learning Outcomes 1. Produce a themed-based online scrapbook, which is published in a website/blog 2. Plan, execute, monitor and evaluate a one-day English language camp at a secondary

school 3. Plan, execute, monitor and evaluate a one-day English language seminar 4. Report and describe the online scrapbook and reflect on the learning experiences

gained by doing the online scrapbook 5. Produce an online portfolio of the English language camp and English language

seminar that is reflective in nature (with pictures as the main source of information)

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HXE 107/3 THEORIES OF RECEPTIVE AND PRODUCTIVE SKILLS The course deals with the theories of receptive (reading and listening) and productive (speaking and writing) skills. Students will be exposed to various aspects of the development of teaching strategies, different approaches and current trends for teaching each of the language skills. It aims to equip students with the relevant theoretical and practical underpinnings that can reinforce their existing knowledge base. HXE 108/3 APPROACHES TO ENGLISH LITERATURE In this course, students will not only develop the skills that they require to study literature but will also be encouraged to reflect on what the discipline of literary study is for, how it got established in the first place and what sort of lessons that they can possibly gather from it. Essentially, this course will encourage students to ask certain crucial questions about the development of existing frameworks and procedures for studying literature and, equally vital, alternative approaches. Investigating the underlying principles of these frameworks and procedures will also help students understand a number of key concepts in literary theory. The evaluation of the underlying principles and approaches will be carried out by focusing closely on a range of literary texts. HXE 205/4 LANGUAGE LEARNING THEORIES The course will introduce students to various theories on language acquisition expecially the behaviourists’ views of Skinner and Pavlov; the view of cognitive psychologists such as Piaget and Vygotsky; Chomsky’s nativist view etc. The second part of the course will deal with the second language learning theories such as Contrastive Analysis, Error Analysis, Krashen’s Monitor Theory and Selinker’s Interlanguage Theory. The direct and indirect implications of these theories will also be examined. HXE 209/4 LINGUISTICS 1 (PHONOLOGY AND MORPHOLOGY OF

ENGLISH) This course is divided into two parts: The first part of the course deals with phonetics and phonology. It concerns the mechanism of speech production i.e. how the sounds are produced, classified and transcribed as well as phonological description and analysis of speech sounds both at segmental and supra-segmental levels. It also explores various theoretical approaches to the study of phonology i.e. Functional and Generative approaches.

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The second part of the course deals with morphology. It includes the study of morphemes, the internal structure and forms of words in English. It examines the different forms of morphemes and the ways they combine in word formation. It also discusses inflectional affixes and the main morphological processes. HET 212/4 CHILDREN’S LITERATURE The course provides an introduction to the general field of children’s literature and aims to familiarize students with some of its major genres, texts and issues, the history of children’s literature, the changing perceptions about children and the corresponding changes in literature written for them. The course also concentrates on the value of literature for children. There will be a discussion of various techniques that can be used in the teaching of Children’s Literature, as well as the discussion of criteria that should be considered for the evaluation of specific types of literary texts for children. The course will also examine the relevance and role of Children’s Literature in the context of children learning to socialise. HET 213/4 STRUCTURE AND GRAMMAR IN ENGLISH This course deals with how the English language works. It is a course on the study of English grammar and its usage in language. The course will introduce students to an appraisal of the value of grammar in present day education. The main component of the course will be an analysis of the English language. This analysis will present a method of describing the grammatical structure of English words, phrases, clauses and sentences, which is influenced by the systemic school of thought. Apart from the elements of grammar and analysis of grammar, the course will deal with English Syntax, i.e. the rules for constructing sentences out of words. HXE 302/4 LINGUISTICS 2 (SYNTAX AND SEMANTICS OF ENGLISH) The course covers the study of syntax and semantics. The component on syntax covers both structural syntax and transformational syntax and it examines how words combine to form sentences and the rules that govern the formation of various types of clauses and major sentence types. The syntactic functions of verbs, nouns, adjectives, adverbs (and their grammatical functions such as adjuncts, disjuncts and conjuncts) will be discussed. Other areas such as phrase structure rules and transformational rules, especially the fronting of constituents, will also be covered. The semantic component of the course deals with the main approaches to meaning in languages. It covers word meaning, speaking to perception, cognition and the pragmatic functions of language. Concepts such as ambiguity, presupposition, parapharasing, synonymy, antonymy, polysemy, anomaly, connotation, denotation and componential analysis will also be discussed.

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HXE 305/3 MALAYSIAN LITERATURE IN ENGLISH This course will introduce students to new creative works written in English. The course will examine the concerns, interests, experiences and themes represented in the various works by literary artists from Malaysia and Singapore. The course will explore how local needs, contexts, history, culture and economics influence creative efforts. A special focus of the course will be the examination of different styles of writing, as well as the specific ways in which the English language has been used creatively in different contexts, reflecting different needs and visions. HXE 306/4 SOCIOLOGY AND PSYCHOLOGY OF LANGUAGE The course deals with the study of language in relation to social factors i.e. social class, educational level, types of education, age, ethnic origin etc. It also includes studies which relate variation in the language used by a group of people to social factors e.g. code-switching and code-mixing in bilingual or multilingual communities etc. The course also examines the correlation between linguistic behaviour and the psychological processes underlying that behaviour. This involves the study of the mental processes and comprehension of speech e.g. how memory limitations affect speech production and comprehension and the study of how human beings learn language, first and second language acquisition, theories of language learning, motivational or attitudinal factors that affect language learning and language impairment.

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SENARAI KURSUS MENGIKUT SEMESTER SARJANA MUDA PENDIDIKAN [TESOL]

PROGRAM 4 TAHUN

Kod Kursus

Tajuk Kursus Semester Ditawarkan

PGA101/3 Pelajar dan Keperluan Pembelajaran I & II PGA102/3 Perkembangan Intrapersonal & Interpersonal Remaja I & II

PGA 103/3 Guru, Sekolah dan Masyarakat I & II

PGA 203/3 Kemahiran Komunikasi dan Interpersonal Untuk Guru I & II PGT 202E/3 Basic Educational Measurement and Evaluation I & II PGT303/3 Pengantar Penyelidikan & Kajian Tindakan I & II PGT342/2 Kemahiran Kepemimpinan Guru I & II PGT 437E/3 General School Administration I PGT436E/3 Information and Communication Technology in

Education I & II

PGT 490/10 Latihan Mengajar II PET 101/3 Effective Reading Skills for TESOL II PET 102/3 Oral Skills for TESOL II PET 103/3 Effective Writing for TESOL II PET 224/4 Communicating in Speech & Writing in TESOL I PET 225/4 TESOL Curriculum Development II PET 226/4 Pedagogical Grammar for TESOL II PET 301/3 Teaching of English Through Literature II PET 423/4 Learner Autonomy in TESOL I PET 424/4 Project Work in TESOL II PPG 215/3 English Language Teaching Methods I I PPG 315/3 English Language Teaching Methods II II HET 212/4 Children’s Literature I HET 213/4 Structure & Grammar in English I HXE 107/3 Theories of Receptive Skills and Productive Skills I HXE 108/3 Approaches to English Literature I HXE 205/4 Language Learning Theories II HXE 209/4 Linguistics I (Phonology and Morphology of English) I HXE302/4 Linguistics II (Syntax and Semantics of English) II

HXE 305/3 Malaysian Literature in English I

HXE 306/4 Sociology & Psychology of Language I

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PENGENALAN

RANCANGAN SARJANA MUDA PENDIDIKAN

(PENDIDIKAN KHAS)

Misi USM Rancangan Ijazah Sarjana Muda Pendidikan [Pendidikan Khas] telah dibentuk berlandaskan Misi Universiti Sains Malaysia iaitu:

MISI UNIVERSITI Universiti Sains Malaysia akan memimpin dan menginovasi untuk kecemerlangan pada peringkat antarabangsa melalui pemajuan dan penyebaran ilmu dan kebenaran, dan pemupukan kualiti yang menekankan kecemerlangan akademik dan profesional, perkembangan individu yang menyeluruh dan komitmen yang kukuh terhadap aspirasi masyarakat, aspirasi negara dan aspirasi universal.

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RANCANGAN SARJANA MUDA PENDIDIKAN [PENDIDIKAN KHAS]

Matlamat Program Rancangan Sarjana Muda Pendidikan [Pendidikan khas] bertujuan untuk menyediakan pendidik yang mampu menangani keperluan murid-murid yang mempunyai keperluan khas. Pendidikan khas yang dirancang adalah bagi murid-murid yang bertidakupayaan sensori (iaitu bermasalah pendengaran atau penglihatan), murid-murid dalam pelbagai kategori masalah pembelajaran, serta murid-murid yang bertidakupayaan mental. Melalui program ini, peserta akan mendapat pengetahuan yang mendalam tentang teori-teori dan amalan pengajaran pendidikan khas. Di samping itu, peserta juga akan memperoleh pengetahuan dan kemahiran merancang dan menjalankan penyelidikan dalam bidang pendidikan khas.

Secara ringkas, program ini berhasrat untuk melahirkan pendidik yang dapat 1. membina pengetahuan dan kemahiran ikhtisas dalam bidang pendidikan khas

bagi menangani masalah murid-murid yang mempunyai pelbagai keperluan; 2. membina pengetahuan dan kemahiran asas dalam penilaian murid-murid

berkeperluan khas; 3. membina pengetahuan dan kemahiran asas dalam merancang, mengurus dan

melaksanakan kurikulum dan program intervensi yang bersesuaian dengan keperluan murid-murid khas;

4. membina pengetahuan dan kemahiran asas dalam teori dan teknik mengajar

murid-murid keperluan khas di sekolah rendah dan menengah; 5. membina pengetahuan dan kemahiran pedagogi dalam subjek akademik agar

peserta boleh mengajar murid-murid keperluan khas dan juga murid-murid biasa dalam subjek akademik tertentu;

6. membina kemahiran asas dalam teknologi bantuan dan suaian supaya dapat

membantu murid-murid keperluan khas; dan 7. membina pengetahuan dan kemahiran asas dalam penyelidikan bidang

pendidikan khas. Program ini dibuka kepada semua calon, sama ada dari kalangan Pegawai Perkhidmatan Pendidikan (iaitu guru-guru KPM) atau dari kalangan pemohon-pemohon lulusan STPM/STAM/Matrikulasi yang memohon melalui UPU.

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Page 109: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

STRUKTUR RANCANGAN SARJANA MUDA PENDIDIKAN [PENDIDIKAN KHAS]

Struktur Pengijazahan Rancangan ini mengandungi empat komponen utama yang meliputi sebanyak 130 unit. Pengajian unit adalah seperti berikut:-

Komponen Teras Pusat Pengajian - 27 unit Komponen Teras Program - 68 unit Komponen Minor - 20 unit Kursus Universiti/Opsyen - 15 unit ----------- 130 unit ======= Komponen Teras Pusat Pengajian [27 unit] Kursus-kursus dalam komponen ini ditawarkan oleh Pusat Pengajian Ilmu Pendidikan. Ia memberi pendedahan dan pengalaman pedagogi untuk membolehkan guru mengajar mata pelajaran minor di sekolah. Juga untuk membentuk personaliti guru yang profesional dalam menghadapi cabaran pendidikan masa hadapan. Komponen Teras Program [68 unit] Komponen ini terdiri daripada Kursus Wajib [48 unit], Kursus Tumpuan Pengkhususan [14 unit] dan Kursus Pilihan [6 unit]. Kursus wajib ialah kursus yang memberi pengetahuan dan kemahiran teras bagi mereka yang berkecimpung dalam Pendidikan Khas. Kursus Tumpuan Pengkhususan ialah kursus-kursus yang pelajar akan memilih sebagai tumpuan pengkhususannya dan Kursus Pilihan ialah kursus-kursus tambahan untuk menyokong dan memperkayakan pengetahuan dan kemahiran pelajar dalam bidang Pendidikan Khas. Komponen Minor (20 unit) Komponen ini terdiri daripada kursus-kursus dalam bidang Sains atau Sastera. Kursus-kursus dalam komponen ini adalah ditawarkan oleh pusat-pusat pengajian yang berkaitan dengan pengkhususan tertentu. Pelajar dikehendaki memilih satu pengkhususan minor daripada bidang Sains atau bidang Sastera. Bidang pengkhususan minor yang boleh diambil oleh pelajar ialah:

Bidang Sains Bidang Sastera Biologi Bahasa Malaysia Kimia Bahasa Inggeris Fizik Geografi Matematik Sejarah Kesusasteraan

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Page 110: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Komponen Kursus Universiti/Opsyen (15-18 unit) Kursus-kursus dalam komponen ini terdiri daripada :

Bahasa Inggeris/Opsyen Bahasa Malaysia Tamadun Islam dan Tamadun-Tamadun Asia (TITAS) Kursus Teras Keusahawan Hubungan Etnik Kokurikulum Kursus Kemahiran/Analisis Jumlah

4 2 2 2 2 4-6 2 15-18 unit

Selebihnya (3-6 Unit)

• Opsyen kursus U – HTV/HPW 2 – Bahasa Asing 6 – PALAPES 6 – SUKSIS 6 – Kelanasiswa 4 – PBSM 4 – SJAM 4 – Sukan 1 - 3 – Kebudayaan 1 - 3

Syarat PPIP

• Untuk pengambilan baru 2008/2009 – Semua pelajar DIWAJIBKAN mengambil mana-mana kokurikulum

badan beruniform bermula pada tahun pertama. • PALAPES 6 (6 sem) • SUKSIS 6 (6 sem) • SJAM 4 (4 sem) • PBSM 4 (4 sem) • Kelanasiswa 4 (4 sem)

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Page 111: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

SYARAT KHAS PUSAT PENGAJIAN ILMU PENDIDIKAN Syarat minimum gred ‘C’ ini ditetapkan bagi semua kursus kaedah yang ditawarkan kerana pelajar-pelajar perlu mempunyai kemahiran penting seperti yang terkandung di dalam pengajaran kursus-kursus ini untuk membolehkan mereka melaksanakan tugas-tugas pengajaran dan pembelajaran dengan berkesan. Senarai kursus kaedah adalah seperti berikut:

PGT219/3 Pengantar Kaedah Mengajar Ilmu Kemanusiaan PPG210E/3 General Science Teaching Methods I PGT212E/3 Mathematics Teaching Methods I PGT310E/3 Biology Teaching Methods II PGT311E/3 Chemistry Teaching Methods II PGT312E/3 Mathematics Teaching Methods II PGT313E/3 Physics Teaching Methods II PPG214/3 Kaedah Mengajar Bahasa Malaysia I PPG215/3 English Language Teaching Methods I PGT223/3 Kaedah Mengajar Geografi I PGT224/3 Kaedah Mengajar Sejarah I PGT225/3 Kaedah Mengajar Kesusasteraan Melayu I PGT226/3 Kaedah Mengajar Perdagangan I PGT227/3 Kaedah Mengajar Ekonomi I PPT314/3 Kaedah Mengajar Bahasa Malaysia II PPG315/3 English Language Teaching Methods II PPG316/3 Kaedah Mengajar Geografi II PPG317/3 Kaedah Mengajar Sejarah II PPG318/3 Kaedah Mengajar Kesusasteraan Melayu II PGT326/3 Kaedah Mengajar Perdagangan II PGT327/3 Kaedah Mengajar Ekonomi II QMT309/3 Kaedah Mengajar Multimedia Interaktif PET301/3 Teaching Of English Through Literature PPS212/4 Pengajaran Kemahiran Berbahasa dan Menulis Di Peringkat Prasekolah PPS214/4 Teaching English Language Skills PPK311/3 Pendekatan Pengajaran Pelajar Bermasalah Pembelajaran PPK312/3 Pendekatan Pengajaran Pelajar Bermasalah Pendengaran PPK313/3 Pendekatan Pengajaran Pelajar Bermasalah Penglihatan

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Page 112: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

STRUKTUR RANCANGAN DAN KEPERLUAN IJAZAH Kursus Asas Kursus Asas adalah kursus-kursus pengantar atau yang membina aspek asasi di dalam sesuatu Rancangan Pengajian, dan dengan itu merupakan kursus prasyarat dan wajib bagi semua pelajar Rancangan Pengajian itu. Kursus-kursus ini terdiri daripada kursus-kursus peringkat 100 - 200 yang ditetapkan daripada Rancangan Pengajian yang sama atau Rancangan Pengajian yang lain yang sesuai dengannya. Kursus-kursus ini juga merupakan kursus-kursus sepunya bagi semua pelajar di dalam Rancangan Pengajian tersebut. Kursus Teras Terdapat dua jenis kursus teras. Pertama, kursus teras sepunya. Semua pelajar diwajibkan mengambil kursus-kursus ini. Kedua, kursus teras major yang diwajibkan kepada pelajar pengkhususan tertentu sahaja. Kursus Elektif Kursus Elektif ialah kursus-kursus yang mendalami atau menyokong sesuatu pengkhususan atau major di dalam suatu Rancangan Pengajian. Kursus-kursus ini terdiri daripada kursus-kursus peringkat 300 khas untuk pengkhususan tertentu sahaja. Kursus Minor Kursus Minor ialah bungkusan kursus daripada satu bidang pengkhususan atau bungkusan kursus yang dikhaskan dan ditawarkan kepada para pelajar daripada Rancangan Pengajian yang lain. Pelajar-pelajar diwajibkan mengambil minor dalam satu bidang pengkhususan Sains atau Sastera. Kursus Universiti

Seperti di bab 2. Kursus Bahasa Malaysia Sila rujuk Buku Panduan Pusat Pengajian Bahasa, Literasi & Terjemahan. Kursus Bahasa Inggeris Sila rujuk Buku Panduan Pusat Pengajian Bahasa, Literasi & Terjemahan.

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HPW 102/2 PEMIKIRAN KRITIS Kursus ini bertujuan menolong pelajar berhujah dengan lebih berkesan dan menganalisis hujah-hujah yang didapati dalam bahan bacaan secara lebih efektif . Oleh demikian, kursus ini akan menganalisis petikan tertentu (terpilih) daripada bahan-bahan bacaan dalam bidang sastera dan juga bidang sains termasuk petikan dalam bidang sejarah, falsafah, kesusasteraan, kritikan seni dan sains. Walau bagaimanapun sebelum sesorang pelajar dapat berhujah dan menganalisis hujah secara berkesan beliau perlu mengetahui pelbagai kemahiran yang digunakan dalam bidang logik dan pemikiran seperti: i. Falasi-falasi informal seperti penggunaan sebab palsu (false cause), berhujah dari

bahagian ke keseluruhan (composition), berhujah dari keseluruhan ke bahagian (division), membuat generalisasi secara tergesa-gesa (hasty generalization), hujah berbelit-belit (circular reasoning), menyampaikan perbandingan yang tidak tepat (false analogy), ekuivokasi (equivocation), merayu kepada perasaan (appeal to emotion) dan laing-lain lagi.

ii. Cara menggunakan contoh lawan dan hujah lawan (counter-examples and counter

arguments) untuk mengkritik atau menentang hujah yang lemah (atau hujah yang disampaikan oleh pihak lawan)

iii. Perkara-perkara teknikal daripada bidang logik yang dapat diaplikasi secara luas;

seperti perbezaan antara hujah deduktif dengan hujah induktif, cara membezakan antara silogisme yang valid dengan tidak valid, maksud hujah yang bernas (sound arguments, as opposed to arguments which are invalid) pertalian antara pernyataan seperti implikasi, kontradiksi kontrari, subkontrari, konsistensi dan lain-lain lagi.

 

iv. Meninjau pelbagai teknik penaakulan yang dianggap “baru”, seperti teknik Edward de Bono yang membezakan antara pemikiran “lateral” dengan pemikiran “vertical”. Perbincangan tentang sama ada “teknik de Bono” merupakan suatu cara berfikir yang baru ataupun cuma cara yang sudah ditinjau dalam bidang logik tetapi diberikan nama-nama baru supaya ianya senang difahami oleh pembaca umum.

HTU 223/2 TAMADUN ISLAM DAN TAMADUN ASIA Sejak Sidang Akademik 2006/07 kursus Tamadun Islam dan Tamadun Asia (TITAS/HTU 223/2) dan Hubungan Etnik (SHE 101/2) yang setiap satunya bernilai dua unit ditawarkan di USM sebagai sebuah kursus wajib universiti. Kursus TITAS dan Hubungan Etnik dijadikan kursus-kursus wajib diambil di semua Institut Pengajian Tinggi Awam Malaysia. Pelajar perlu mengambil kedua-dua kursus tersebut dan lulus (memperolehi sekurang-kurangnya gred C) untuk memenuhi syarat pengijazahan. Pusat Pengajian Ilmu Kemanusiaan menawarkan dan menyelaras kursus TITAS (HTU 223); manakala kursus Hubungan Etnik (SHE 101) dikendalikan oleh Pusat Pengajian Sains Kemasyarakatan

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Kursus TITAS dan Hubungan Etnik bertujuan untuk meningkatkan pemahaman pelajar mengenai sejarah, prinsip, nilai, aspek utama Tamadun Melayu, Tamadun Islam serta budayanya. Dengan pendedahan ilmiah mengenai hal-hal budaya dan ketamadunan di Malaysia, diharap para pelajar akan menjadi lebih peka terhadap isu-isu yang boleh menyumbang kepada pemupukan budaya hormat dan harmoni di kalangan masyarakat majmuk di Malaysia. Antara topik-topik utama ialah: a. Pengenalan kepada konsep tamadun b. Tamadun Islam c. Tamadun Melayu sebagai teras budaya kebangsaan Malaysia d. Tamadun India e. Tamadun Cina f. Isu-isu semasa, masa depan dan dialog peradaban g. Interkasi antara tamadun h. Prinsip-prinsip Islam Hadhari

Syarat Pendaftaran Bagi HTU 223, Pelajar boleh mendaftar untuk kursus ini mengikut kesesuaian jadual waktu. Tetapi bagi SHE 101, pelajar diwajibkan mendaftar kursus ini pada tahun I, Semester Kedua. HTV 201/2 TEKNIK BERFIKIR Kursus ini mendedahkan kepada pelajar pelbagai stail pemikiran yang diperlukan dalam kehidupan harian, akademik dan profesional. Stail-stail pemikiran yang diperkenalkan termasuk pemikiran kreatif, analitikal, kritikal, logikal, vertikal, lateral dan proaktif. Kaedah-kaedah tertentu untuk menjana pelbagai stail pemikiran seperti peta minda dan provokasi dibincangkan. Kursus ini juga mendedahkan kepada pelajar pelbagai alatan berfikir untuk meluaskan dan mendalamkan daya persepsi. Pelajar dilatih mengaplikasikan stail dan alat berfikir yang diperkenalkan untuk menyelesaikan berbagai masalah berdasarkan bidang pengajian mereka. Batas-batas penggunaan beberapa teknik berfikir yang biasa digunakan juga dibincangkan.

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Page 115: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Hubungan Etnik Kursus Hubungan Etnik (SHE 101/2) melihat kepada konsep asas dan perkembangan hubungan antara budaya dan kepelbagaian etnik di negara ini. Apa yang dipentingkan ialah keupayaan pelajar melihat dan memahami masyarakat Malaysia dari kacamata Malaysia dalam konteks jalinan hubungan Wilayah ASEAN. Juga dititikberatkan ialah isu Malaysia dalam suasana global dan melihat bagaimana agama berperanan dalam konteks membina masyarakat Malaysia. Melalui kursus ini adalah diharapkan kefahaman berkenaan permuafakatan sosial dan asas Hubungan Etnik dapat dijelmakan melalui pembelajaran yang kreatif. Natijah daripada proses pembelajaran ini ialah kefahaman dan kesedaran tentang konsep hubungan etnik dalam masyarakat berbilang kaum, agama dan kepercayaan. Kursus Kokurikulum Setiap kursus mempunyai 1 unit untuk satu semester dan jumlah unit maksimum yang boleh diambilkira di dalam kursus ini ialah 3 unit. Kursus Berbentuk Kemahiran/Analisis Kursus-kursus berbentuk kemahiran/analisis digalakkan di bawah komponen kursus Universiti. Contoh kursus termasuklah Pemikiran Kritis, Falsafah Sains, Pengurusan Perniagaan Kecil dan sebagainya. Kursus kemahiran/analisis bagi pelajar-pelajar Pusat Pengajian Pengurusan ialah: LKI 150/2 Bahasa Inggeris Pengurusan I LKI 250/2 Bahasa Inggeris Pengurusan II LKI 350/2 Bahasa Inggeris Pengurusan III LKI 450/2 Bahasa Inggeris Pengurusan IV Kursus Opsyen Kursus Opsyen ialah kursus-kursus yang dipilih sendiri oleh pelajar daripada luar rancangan pengajiannya. Ia dimaksudkan sebagai kursus yang didaftarkan untuk menggantikan kursus-kursus Universiti. Kursus Audit

Universiti secara dasarnya membenarkan pelajar mendaftar mana-mana kursus sebagai audit bagi tujuan menambahkan pengetahuan pelajar dalam bidang tertentu semasa tempoh pengajian mereka. Namun begitu, unit kursus audit ini tidak akan diambilkira untuk tujuan pengijazahan.

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Page 116: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Peraturan pendaftaran kursus sebagai audit:- [a] Pelajar boleh mendaftar kursus sebagai audit untuk tujuan menambah pengetahuan

mereka dalam sesuatu bidang. Pendaftaran kursus tersebut hendaklah dilakukan dalam tempoh minggu pendaftaran kursus.

[b] Hanya pelajar yang bertaraf aktif sahaja yang dibenarkan mendaftar kursus sebagai

audit. [c] Kursus-kursus yang didaftarkan sebagai audit dikenali sebagai kod jenis ‘Y’. Kursus

ini akan ditunjukkan dalam transkrip akademik berkenaan. Satu ruangan di akhir transkrip akademik pelajar akan dikhaskan untuk menyenaraikan kursus-kursus yang diambil secara audit.

[d] Pendaftaran kursus sebagai audit tidak diambilkira dalam jumlah unit minimum dan

maksimum pendaftaran kursus pada satu-satu semester. [e] Pelajar perlu memenuhi syarat-syarat keperluan kursus. Pelajar yang mendaftar

kursus sebagai audit, tidak diwajibkan menduduki peperiksaan bagi kursus itu. Gred ‘R’ akan diberikan sama ada pelajar menduduki peperiksaan atau tidak.

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Page 117: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

HASIL PEMBELAJARAN PROGRAM PENDIDIKAN KHAS Komponen

Kursus Kursus Konten Hasil Pembelajaran

Program Kursus Teras Pusat Pengajian

PGA101 PGA102 PGT202E PGT203 PGM221 PGT219 PPG210E PGT212E PGT342 PGT303 PGT432E

Kursus teras pendidikan fokus kepada aspek-aspek penting dalam pengajaran dan pembelajaran, ICT dan asas pengukuran dalam pendidikan serta perhubungan interpersonal dan intrapersonal remaja di samping perkembangan pendidikan di Malaysia dari segi sejarah,falsafah dan sosiologi. Aspek lain termasuklah dari aspek kepimpinan guru dan kajian tindakan dalam pendidikan.

Membentuk personaliti pendidik yang profesional dengan sifat kepimpinan yang baik dan memahami profesion perguruan Menguasai kemahiran Teknologi Komputer dan Maklumat dan berupaya menggunakan ICT dalam kerjaya

Kursus Teras Pendidikan Khas

PPK 101 PPK 102 PPK 201 PPK 221 PPK 222 PPK 223 PPK 290 PPK 331E PPK 332 PPK 334 PPK 335 PPK 490

Kursus teras pendidikan khas merangkumi; pengantar pendidikan khas; perkembangan dan pembelajaran insan; pengesanan, diagnosis & penilaian kanak-kanak; masalah pembelajaran; masalah pendengaran; masalah penglihatan; kemahiran membaca, menulis dan mengira dalam pendidikan khas; kemahiran vokasional dalam pendidikan khas; kemahiran hidup dalam pendidikan khas; intership I, technology and innovation for special education; pendidikan khas peringkat awal kanak-kanak; pengurusan masalah emosi dan tingkah laku kanak-kanak berkeperluan khas; masalah bahasa dan komunikasi dan praktikum pendidikan khas.

Berupaya memahami masalah dan tingkah laku kanak-kanak berkeperluan khas Berupaya membuat pengesanan, mendiagnos dan membuat penilaian ke atas kanak-kanak berkeperluan khas. Mempunyai pengetahuan yang luas dalam melaksanakan strategi pengajaran dan pembelajaran dalam kanak-kanak berkeperluan khas. Mempunyai ketrampilan yang tinggi dalam pengurusan kanak-kanak berkeperluan khas dalam bilik darjah.

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Page 118: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

0Kursus Teras Pilihan

PPK 211 PPK 212 PPK 213 PPK 311 PPK 312 PPK 313 PPK 333E PPK 431 PPK 432 PPK 433 PPK 434 PPK 435 PPK 436

Kursus teras pilihan pendidikan khas merangkumi; masalah pembelajaran; masalah pendengaran; masalah penglihatan; terapi muzik, lukisan dan pendidikan jasmani; pelajar disleksia; kanak-kanak terencat akal; pelajar pintar cerdas dan berbakat; masalah fizikal dan keperluan kesihatan; kaunseling keluarga kanak-kanak khas dan seminar isu-isu pendidikan khas.

Mempunyai kemahiran yang tinggi dalam mengaplikasikan komunikasi melalui bahasa isyarat dan menulis dan membaca kod Braille bahasa Malaysia, bahasa Inggeris. Mempunyai kemahiran dalam mengendalikan sesi kaunseling kepada ibu bapa kanak-kanak berkeperluan khas. Mempunyai kemahiran dan berupaya menyampaikan pengajaran dan pembelajaran kepada kanak-kanak bermasalah disleksia, terencat akal, masalah fizikal dan pintar cerdas.

117

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Page 119: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

RANCANGAN PENGKHUSUSAN SARJANA MUDA PENDIDIKAN [PENDIDIKAN KHAS]

Komponen kursus-kursus dalam Rancangan Sarjana Muda Pendidikan [Pendidikan Khas] adalah seperti berikut: STRUKTUR KURIKULUM

Komponen Pendidikan Sains/Matematik/Sastera Universiti Jumlah Teras Pusat Pengajian

27 - - 27

Teras Program (Pengkhususan)

68 - - 68

Minor - 20 - 20 Universiti - - 15 15 Jumlah 95 20 15 130

PENGKHUSUSAN [PENDIDIKAN KHAS] Komponen Teras Pusat Pengajian [27 unit] Kod Kursus Tajuk Kursus Kursus

Pra-syarat PGA 101/3 Pelajar dan Keperluan Pembelajaran PGA 102/3 Perkembangan Intrapersonal and Interpersonal Remaja PGT 202E/3 Basic Educational Measurement and Evaluation PGT 203/3 Kemahiran Komunikasi dan Interpersonal untuk Guru Sama ada PGT 219/3 Atau PPG 210E/3

Pengantar Kaedah Mengajar Ilmu Kemanusiaan General Science Teaching Methods I

PGM 221/4 Teori-teori Pembelajaran Kognitif PGT 342/2 Kemahiran Kepemimpinan Guru PGT 303/3 Pengantar Penyelidikan dan Kajian Tindakan PGT 432E/3 Information and Communication Technology in

Education

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Page 120: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Komponen Teras Program [68 unit] Kod Kursus Tajuk Kursus Kursus

Pra-syarat Kursus Wajib (48 unit) PPK 101/3 Pengantar Pendidikan Khas PPK 102/3 Perkembangan dan Pembelajaran Insan PPK 201/3 Pengesanan, Diagnosis dan Penilaian Kanak-kanak PPK 221/4 Kemahiran Membaca, Menulis dan Mengira dalam

Pendidikan Khas

PPK 222/4 Kemahiran Vokasional dalam Pendidikan Khas PPK 223/4 Kemahiran Hidup dalam Pendidikan Khas PPK 290/2 Internship I PPK 331E/4 Technology and Innovation for Special Education PPK 332/4 Pendidikan Khas Peringkat Awal Kanak-kanak PPK 334/4 Pengurusan Masalah Emosi dan Tingkahlaku

Kanak-kanak Keperluan Khas

PPK 335/3 Masalah Bahasa dan Komunikasi PPK 490/10 Praktikum Pendidikan Khas Kursus Tumpuan Pengkhususan [14 unit] Pilih dua bidang tumpuan [8 unit] PPK 211/4 Masalah Pembelajaran PPK 212/4 Masalah Pendengaran PPK 213/4 Masalah Penglihatan Pilih dua kursus berdasarkan bidang tumpuan [6 unit] PPK 311/3 Pendekatan Pengajaran Pelajar Bermasalah

Pembelajaran PPK 211/4

PPK 312/3 Pendekatan Pengajaran Pelajar Bermasalah Pendengaran

PPK 212/4

PPK 313/3 Pendekatan Pengajaran Pelajar Bermasalah Penglihatan

PPK 213/4

Kursus Pilihan [6 unit] PPK 333E/3 Music, Art and Physical Education Therapy PPK 431/4 Pendekatan Pengajaran Pelajar Disleksia PPK 432/3 Kanak-kanak Terencat Akal PPK 433/3 Pelajar Pintar Cerdas dan Berbakat PPK 434/3 Masalah Fizikal dan Keperluan Kesihatan PPK 435/4 Kaunseling Keluarga Kanak-kanak Khas PPK 436/3 Seminar Isu-isu Pendidikan Khas

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Page 121: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

PANDUAN PENDAFTARAN KURSUS RANCANGAN SARJANA MUDA PENDIDIKAN

(PENDIDIKAN KHAS)

Tahun Semester 1 Unit Semester 2 Unit Sem. Tambahan

1

2009/10

PGA 101

PGA 102

Teras Program

PPK 101

PPK 102

PPK 201

Kursus Universiti

3

3

3

3

3

2

PGT 202E

PGT 203

Teras Program

PPK 221

PPK 223

Kursus Universiti

3

3

4

4

3

17 17

2

2010/11

PGM 221

PGT 219/PPG 210E

Teras Program

Pilih 2 daripada berikut :

PPK 211/4

PPK 212/4

PPK 213/4

Minor

4

3

8

4

PGT 303

Teras Program

PPK 222

Pilih 2 daripada berikut:

PPK 311/3

PPK 312/3

PPK 313/3

Minor

3

4

6

4

PPK 290/2

(Internship I)

19 17 2

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Page 122: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

3

2011/12

PGT 342

Teras Program

PPK 332

PPK 334

Minor

Kursus Universiti

2

4

4

4

4

PGT 432E

Teras Program

PPK 335

Pilih 1 daripada berikut : PPK 431/4

PPK 433/3

PPK 435/4

Minor

Kursus Universiti

3

3

3/4

4

2

18 15/16

4

2012/13

Teras Program

PPK 331E

Pilih 1 daripada berikut : PPK 432/3

PPK 434/3

PPK 436/3

Minor

Kursus Universiti

4

3

4

4

PPK 490

(Praktikum Pendidikan Khas)

10

15 10

121

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Page 123: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

KURSUS MINOR (20 UNIT) BIDANG SAINS KURSUS UNTUK MINOR KIMIA (20 UNIT)

Kod Kursus Tajuk Kursus Prasyarat KTT111/3 Kimia Takorganik I KOT121/3 Kimia Organik I KFT131/3 Kimia Fizik I KAT141/3 Kimia Analisis I KUT/101/2 Kimia Amali Am I KUT102/2 Kimia Amali Am II KTT212/3 Kimia Takorganik II B/KTT111/3 KOT222/3 Kimia Organik II B/KOT121/3 KFT232/2 Kimia Fizik II B/KFT131/3

B = Berturutan

KURSUS UNTUK MINOR FIZIK (20 UNIT)

Kod Kursus Tajuk Kursus Kursus Prasyarat

Kursus Teras Wajib (12 unit) ZCA 101/4 Fizik I (Keelektrikan dan Kemagnetan) - ZCA 102/4 Fizik II (Keelektrikan dan Kemagnetan) - ZCT 103/3 Fizik III (Getaran, Gelombang dan Optik) - ZCT 104/3 Fizik IV (Fizik Moden) - ZCT 106/3 Elektronik I (S) ZCA 102/4 ZCT 191/2 Amali Fizik I - ZCT 192/2 Amali Fizik II (S) ZCT 191/2 Pelajar-pelajar yang telah mengambil ZCA 101/4 dan ZCA 102/4 dalam rancangan pengajiannya adalah dikehendaki menggantikan 8 unit itu dengan kursus-kursus berikut:

Kod Kursus Tajuk Kursus Kursus Prasyarat ZCT 205/3 Mekanik Kuantum (S) ZCT 104/3 ZCT 207/2 Mekanik Statistik (S) ZCT 212/2 ZCT 212/2 Termodinamik (S) ZCA 102/4 ZCT 213/2 Optik (P) ZCT 103/3 ZCT 293/2 Amali Fizik III (S) ZCT 192/2 ZAE 282/3 Sains Bahan (C) ZCT 212/2

S = Berturutan C = Serentak P = Lulus

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Page 124: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

KURSUS UNTUK MINOR MATEMATIK (20 UNIT) Pilih 20 unit daripada kursus-kursus berikut:

Kod Kursus Tajuk Kursus

Prasyarat

MAA 101/4 Kalkulus untuk Pelajar Sains I - MAA 111/4 Aljabar untuk Pelajar Sains - MAA 161/4 Statistik untuk Pelajar Sains - MAA 102/4 Kalkulus untuk Pelajar Sains II MAA 101/4 (S)

MAT 122/4 Persamaan Pembezaan I MAA 101/4 (S), MAA 111/4 (S)

MAT 203/4 Kalkulus Vektor MAA 102/4 (S)

MAT 263/4 Teori Kebarangkalian MAA 102/4 (S), MAA 161/4 (S)

MSS 211/4 Aljabar Moden MAA 111/4 (S) MSG 162/4 Kaedah Statistik Gunaan MAA 161/4 (S) MSG 262/4 Kawalan Mutu MSG 162/4 (S)

Peringatan: Minor Dalam Matematik

1.

Pelajar-pelajar yang ingin minor dalam matematik perlu mengambil dan memperoleh unit untuk MAA 101/4 dan MAA 111/4 sama ada sebagai kursus Teras atau sebagai kursus Minor. Pelajar yang mengambil dan memperoleh unit untuk ZCA 110/4 dikecualikan daripada syarat ini. Rujuk kursus untuk minor Fizik dan Kimia dalam Buku Panduan ini.

2. Untuk memenuhi keperluan minor dalam Matematik, pelajar mesti mengumpul 20 unit.

3. Pelajar-pelajar tidak dibenarkan mengambil kursus-kursus Matematik yang mempunyai pertindihan, seperti berikut:

MAA 101/4 - ZCA 110/4 MAA 111/4 - ZCA 110/4 MAA 161/4 - BOI 109/4 MAT 122/4 - ZCT 210/4 Sebagai contoh, pelajar yang mengambil dan memperoleh unit untuk BOI 109/4 tidak dibenarkan mengambil MAA 161/4. Pelajar yang mengambil BOI 109/4 dianggap telah memenuhi prasyarat untuk kursus yang memerlukan MAA 161/4 sebagai prasyarat.

123

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Page 125: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

BIDANG SASTERA KURSUS MINOR BAHASA MALAYSIA (20 UNIT)

Kod Kursus

Tajuk Kursus

HMA101/4 Pengantar Bahasa Malaysia HMT221/4 Fonetik dan Fonologi Bahasa Malaysia HMT222/4 Sintaksis Bahasa Malaysia HMT223/4 Morfologi Bahasa Malaysia HMT321/4 Semantik Bahasa Malaysia

KURSUS MINOR BAHASA INGGERIS (20 UNIT) Pilih 20 unit dari kursus-kursus berikut:

Kod Kursus

Tajuk Kursus Catatan

HEA101/4 Introduction to English Language Studies HET123/4 A Study of Language HET224/4 Style in Contemporary Literature in

English

HET322/4 Language, Power and Ideology dan pilih:

Pilih Satu

HET321/4 Writing for Professional Purposes Atau HXE308/4 English for Specific Purposes

KURSUS MINOR SEJARAH (20 UNIT) Pilih 20 unit dari kursus-kursus berikut:

Kod Kursus

Tajuk Kursus

HSA101/4 Pengantar Sejarah HSM116/4 Sejarah Politik Malaysia Sehingga Awal Abad Ke-20 HSM210/3 Sejarah Sosio-Ekonomi Malaysia HST121/4 Sejarah Tanah Besar Asia Tenggara HST223/3 Kepulauan Asia Tenggara HSC224/3 Sejarah Asia Timur HIS243/3 Sejarah Asia Barat HSB233/3 Sejarah Asia Selatan HSE252/E History of Modern Europe, 1789-1945 HSL330/3 Kertas Khas dalam Sejarah Dunia Barat

124

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Page 126: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

KURSUS MINOR GEOGRAFI ( 20 UNIT)*

Kod Kursus

Tajuk Kursus

HGA101/4* Pengantar Geografi HGT111/4 Teknik-teknik dalam Geografi HGF122/3 Geografi Fizikal HGM132/3 Geografi Manusia HGM238/3 Ekonomi dan Ruang HGG250/3 Masyarakat, Ruang dan Alam Sekitar

* Satu unit lagi perlu diperolehi daripada sama ada kursus major atau kursus

pendidikan KURSUS MINOR KESUSASTERAAN (20 UNIT)

Kod Kursus Tajuk Kursus HKA101/4 Pengantar Kesusasteraan HKN101/4 Puitika dan Konvensi Dalam Kesusasteraan Nusantara HKT121/4 Teori dan Kritikan Sastera HKN202/4 Kajian Teks Melayu Klasik HKN207/4 Fiksyen dan Drama Melayu dan Indonesia Moden

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Page 127: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

KURSUS TERAS PROGRAM (PENDIDIKAN KHAS)

PPK 101/3 Pengantar Pendidikan Khas

Isi kursus mencakupi sejarah, falsafah, matlamat, konsep-konsep dan definisi-definisi asas dalam pendidikan khas. Bakal pendidik akan didedahkan kepada aspek-aspek keperluan khas murid daripada pelbagai kategori ketidakupayaan (disability): seperti masalah pembelajaran, masalah penglihatan, masalah pendengaran, masalah emosi dan tingkah laku, masalah bahasa dan komunikasi, masalah othopedik dan kesihatan serta masalah terencat akal. Pendedahan tentang pelajar pintar cerdas dan berbakat juga diberikan. Kesan daripada ketidakupayaan itu terhadap kehidupan dan pembelajaran akan dipelajari. Isi kursus juga mencakupi program-program dan bantuan-bantuan yang disediakan bagi memenuhi keperluan khas kanak-kanak istimewa, amalan-amalan dalam pendidikan khas seperti Rancangan Pendidikan Individu (Individualised Education Plan) dan persekitaran pembelajaran yang sesuai untuk murid istimewa, iaitu yang paling kurang restriktif (Least Restrictive Environment). Perbincangan juga akan meliputi dasar-dasar serta program-program pendidikan khas di Malaysia, bantuan yang dibekalkan oleh Kementerian Pendidikan dan badan-badan sukarela di Malaysia. Hak asasi serta tanggungjawab masyarakat terhadap kanak-kanak kurang upaya juga akan dibincangkan. Selain itu, isu-isu mengenai program pendidikan inklusif yang menjadi perdebatan dewasa ini juga akan turut disentuh dan dibincangkan. Rujukan: 1. Gargiulo, R.M. (2003). Special education in contemporary society: An

introduction to exceptionality. Belmont, CA: Wadsworth. 2. Hallahan, D.P. & Kauffman, J.M. (2000). Exceptional learners:

Introduction to special education. (8th ed.). Needham Heights, MA. 3. Heward, W.L. (2000). Exceptional children: Introduction to special

education. (6th ed.). New Jersey: Prentice-Hall, Inc.

Hasil Pembelajaran Pada akhir pengajaran, pelajar dapat memahami konsep dan definisi pelajar berkeperluan khas. Pelajar juga dapat memahami tentang pelbagai jenis ketidakupayaan pelajar yang berkeperluan khas yang merangkumi kategori masalah pembelajaran, masalah penglihatan, masalah pendengaran, masalah emosi dan tingkah laku, masalah bahasa dan komunikasi, masalah othopedik dan kesihatan serta masalah terencat akal. Tidak ketinggalan juga konsep mengenai kanak-kanak pintar cerdas turut akan difahami secara tidak langsung. Di akhir pengajaran juga diharapkan pelajar akan memahami tentang hak serta tanggungjawab masyarakat terhadap kanak-kanak kurang upaya dan seterusnya mengaplikasikan konsep pendidikan inklusif setelah mereka bergelar guru kelak.

126

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Page 128: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

PPK 102/3 Perkembangan dan Pembelajaran Insan

Kursus ini bertujuan untuk memberi peluang kepada pelajar untuk membina kefahaman tentang perkembangan dan pembelajaran diri seorang insan yang berketidakupayaan (with disability) dari peringkat sebelum kelahiran (pranatal) hingga ke peringkat bayi, peringkat remaja dan akhir sekali ke peringkat dewasa dan tua. Dengan itu, bakal pendidik akan mempunyai empati terhadap keperluan dan masalah yang dihadapi oleh insan-insan. Kursus ini juga bermatlamat memperkenalkan bidang psikologi perkembangan dan psikologi pembelajaran menerusi tinjauan menyeluruh ke atas penulisan-penulisan dan penyelidikan-penyelidikan di dalam kedua-dua bidang ini. Isi kursus meliputi huraian am tentang proses perkembangan dan pembelajaran insan, dengan tumpuan khas kepada kanak-kanak dan remaja yang menghadapi kelambatan dalam perkembangan (developmental delay) dalam pelbagai domain perkembangan psikologi seperti kognitif, bahasa, sosio-emosi, fizikal, komunikasi dan pembelajaran. Huraian tentang ciri-ciri pelbagai jenis ketidakupayaan dari aspek perkembangan dan pertumbuhan (developmental disorders) kanak-kanak dan remaja berkeperluan khas akan juga dibincangkan.

Rujukan:

1. Berk, L. A. & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and early childhood education. National Association for Education of Young Children: Washington D. C.

2. Bjorlund, D. F. (1995). Children thinking. Cole Publishing Company. 3. Muhamad Awang. (1999). Psikologi kognitif. Dewan Bahasa dan Pustaka: Kuala

Lumpur.

Hasil Pembelajaran Pada akhir pembelajaran dalam kursus ini, pelajar adalah dijangka akan dapat membina kefahaman dan menjelaskan tentang aspek-aspek perkembangan dan pembelajaran diri seorang insan yang berkelainan upaya atau berketidakupayaan (with disability) dari peringkat sebelum kelahiran (prenatal) hingga ke peringkat bayi, peringkat remaja dan akhir sekali ke peringkat dewasa dan tua. Dalam setiap peringkat di atas, pelajar diharap akan dapat menjelaskan faktor-faktor persekitaran dan faktor-faktor warisan atau genetik yang mempengaruhinya. Selain daripada itu, melalui aktiviti pembentangan individu, pelajar juga akan dapat membincangkan secara ilmiah tajuk-tajuk yang berbeza yang berkaitan dengan proses perkembangan dan pembelajaran seorang insan normal dan yang kelainan upaya seperti peranan keluarga, peranan sekolah, pergaulan sosial dan identiti remaja, pemilihan kerjaya dan lain-lain. Akhir sekali, pelajar juga akan dapat membina kemahiran, membaca, membuat rujukan, membuat analisis dan intepretasi data, serta menulis laporan ilmiah mengenai tajuk-tajuk yang berkaitan dengan bidang psikologi perkembangan ini.

127

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Page 129: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

PPK 201/3 Pengesanan, Diagnosis & Penilaian Kanak-Kanak

Kursus ini memberi pengetahuan dan kemahiran berkaitan konsep dan pendekatan dalam diagnosis dan penilaian kanak-kanak berkeperluan khas. Kursus ini turut memberi pendedahan kepada pelajar berkaitan cara melaksanakan pengesanan (screening), diagnosis serta proses penilaian sebagai langkah mengenalpasti dan menentukan masalah seseorang kanak-kanak. Pendedahan kepada pelajar turut melibatkan teori serta praktikal berkaitan prosedur dan instrumen yang biasa digunakan dalam menjalankan proses pentaksiran kanak-kanak berkeperluan khas Rujukan: 1. Spitzer, R.L., Gibbon, M., & Skodal, A.E. (2001). DSM-IV.TR casebook: A

learning companion to the diagnositc and statistical manual of Mental Disorders (4thEed.). Washington: American Psychiatric Publishing.

2. Taylor, R.L. (2002). Assessment of exceptional students: Educational and psychological procedures (6th Ed.). Boston: Allyn & Bacon.

3. Venn, J. (2000). Assessing students with special needs. New Jersey: Prentice Hall. Hasil Pembelajaran Di akhir kursus, pelajar akan dapat menerangkan konsep serta pendekatan-pendekatan yang digunakan dalam aspek diagnosis dan penilaian kanak-kanak berkeperluan khas. Selain itu, pelajar akan dapat menerangkan serta melakukan proses diagnosis dan penilaian secara amali berasaskan prosedur dan instrumen-instrumen yang berkaitan secara berkesan. PPK 211/4 Masalah Pembelajaran

Kursus ini memberi kefahaman kepada pelajar tentang aspek-aspek yang bersangkutan dengan kategori masalah pembelajaran yang mana meliputi pengenalpastian berdasarkan ciri-ciri utama serta kaedah yang digunakan dalam mengklasifikasikan kategori masalah berkenaan. Selain itu, kursus ini turut menyediakan pengetahuan kepada pelajar tentang aspek diagnosis, penaksiran serta langkah-langkah intervensi kategori masalah berkenaan. Rujukan: 1. Hallahan, P.H., & Kauffman, J.M. (2000). Exceptional learners. Needham Needham

Height: Allyn & Bacon. 2. Harwell, J.M. (2001). Complete learning disabilities handbook (2nd Ed). New

Jersey: Applied Research Center In Education. 3. Lerner, J. (2000). Learning disabilities theories, diagnosis and teaching strategies

(8th Ed) Boston: Houghton Mifflin. Hasil Pembelajaran Di akhir kursus, pelajar dapat menerangkan definisi, konsep serta punca berkaitan kategori masalah pembelajaran. Selain itu, pelajar dapat mengenalpasti ciri-ciri penting kategori masalah pembelajaran. Di samping itu juga, pelajar dapat menyatakan berkaitan langkah dan proses diagnosis, penaksiran dan intervensi masalah pembelajaran.

128

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Page 130: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

PPK 212/4 Masalah Pendengaran

Kursus ini memberi pengetahuan kepada pelajar tentang sejarah pendidikan kepada murid-murid bermasalah pendengaran di Malaysia, definisi masalah pendengaarn, jenis-jenis masalah pendengaran, anatomi dan fisiologi telinga; ciri-ciri dan tingkahlaku kanak-kanak bermasalah pendengaran mengikut kategori kehilangan pendengaran dan sebab-sebab kenapa boleh berlakuya masalah pendengaran serta kesannya terhadap pembelajaran; implikasi serta perkembangan ke atas personaliti, emosi, sosial, dan pembelajaran kanak-kanak bermasalah pendengaran; jenis-jenis komunikasi bagi mereka yang bermasalah pendengaran dan menguasai asas kemahiran bahasa isyarat Kod Tangan Bahasa Melaysia (KTBM); jenis-jenis ujian pendengaran, komunikasi, alat bantu pendengaran, dan proses pengajaran dan pembelajaran kanak-kanak bermasalah pendengaran; kepentingan serta kesan pengesanan awal dan intervensi awal terhadap kanak-kanak bermasalah pendengaran; dan kesan masalah pendengaran terhadap keluarga serta peranan keluarga dan masyarakat terhadap kanak-kanak bermasalah pendengaran.

Rujukan:

1. Moores, D.F. (2000). Educating the deaf: Psychology, principles, and practices (5th Ed.). Houghton Mifflin College.

2. Speaking volume - Effective intervention for children who are deaf and hard of hearing. Oraldefed.org ©2002, Oberkotter Foundation

3. Stewart, D.A., & Kluwin, T.N. (2000). Teaching deaf and hard of hearing students: Content, strategies, and curriculum. Allyn & Bacon.

Hasil Pembelajaran

Pada akhir pembelajaran, pelajar akan dapat menceritakan sejarah pendidikan masalah pendengaran di Malaysia; menjelaskan definisi masalah pendengaran, jenis-jenis masalah pendengaran, anatomi dan fisiologi telinga; menyenaraikan serta membezakan ciri-ciri dan tingkahlaku kanak-kanak bermasalah pendengaran mengikut kategori kehilangan pendengaran dan menjelaskan sebab-sebab berlakuya masalah pendengaran serta kesannya terhadap pembelajaran; menyenarai dan membincangkan implikasi serta perkembangan ke atas personaliti, emosi, sosial, dan pembelajaran kanak-kanak bermasalah pendengaran; menjelaskan jenis-jenis komunikasi bagi mereka yang bermasalah pendengaran dan menguasai asas kemahiran bahasa isyarat Kod Tangan Bahasa Melaysia (KTBM); menjelaskan jenis-jenis ujian pendengaran, komunikasi, alat bantu pendengaran, dan proses pengajaran dan pembelajaran kanak-kanak bermasalah pendengaran; membincangkan kepentingan serta kesan pengesanan awal dan intervensi awal terhadap kanak-kanak bermasalah pendengaran; dan membincangkan kesan masalah pendengaran terhadap keluarga serta peranan keluarga dan masyarakat terhadap kanak-kanak bermasalah pendengaran

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PPK 213/4 Masalah Penglihatan

Kursus ini bertujuan untuk memperdalamkan pengetahuan bakal pendidik tentang keperluan pelajar bermasalah penglihatan. Isi kursus meliputi definisi masalah penglihatan dan pengetahuan mengenai anatomi dan fisiologi mata serta perkara-perkara yang menyebabkan kecacatan penglihatan. Pengesanan dan intervensi awal dibincangkan. Kesan masalah penglihatan terhadap perkembangan kognitif, sosial, bahasa dan komunikasi dibincangkan. Implikasi masalah penglihatan kepada pendidikan diberi tumpuan, terutamanya keperluan komunikasi alternatif untuk pengajaran dan pembelajaran dalam bilik darjah seperti sistem literasi Braille. Kemahiran orientasi dan mobiliti serta kemahiran hidup berdikari untuk pelajar masalah penglihatan dibincangkan. Pembinaan Rancangan Pengajaran Individu serta Rancangan Pengajaran Harian juga ditekankan. Bakal pendidik juga akan didedahkan kepada teknologi bantuan yang dapat menolong pelajar masalah penglihatan dalam proses pengajaran-pembelajaran serta dalam kehidupan seharian. Peranan keluarga, program perkhidmatan, pendidikan inklusif serta isu peralihan dari sekolah ke komuniti juga dibincangkan.

Rujukan:

1. Bishop, V.E. (1996). Teaching visually impaired children (2nd Ed.). Springfield, Illinois: Charles C. Thomas

2. Holbrook, M.C., Koenig, A.J. (Eds.). (2000). Foundations of education (2nd Ed.). Volume I: History and theory of teaching children and youths with visual impairments. New York: American Foundation for the Blind Press.

3. Koenig, A.J., & Holbrook, M.C. (Eds.). (2000). Foundations of education (2nd Ed.). Volume II: Instructional stategies for teaching children and youths with visual impairments. New York: American Foundation for the Blind.

Hasil Pembelajaran

Di akhir pembelajaran kursus ini, pelajar akan dapat menerangkan anatomi dan fisiologi mata dari segi pelbagai jenis kecacatan mata. Pelajar juga akan dapat menjelaskan definisi masalah penglihatan, melaksanakan proses pengesanan serta menghuraikan proses diagnosis. Seterusnya pelajar akan dapat menganalisis kesan masalah penglihatan terhadap pelbagai domain perkembangan. Pelajar juga akan dapat merancang dan melaksanakan: intervensi awal, pegubahsuaian dan penyesuaian kepada kurikulum biasa serta kaedah pengajaran murid masalah penglihatan. Di samping itu, pelajar juga akan dapat menguasai kemahiran asas dalam membraille serta kemahiran orientasi dan orientasi. Seterusnya pelajar juga akan dapat membincangkan jenis teknologi bantuan, program perkhidmatan, isu pendidikan inklusif serta isu peralihan dari sekolah ke komuniti yang berkaitan dengan masalah penglihatan. Akhir sekali, pelajar akan dapat membina Rancangan Pendidikan Individu serta Rancangan Pengajaran Harian yang bersesuaian dengan tahap keupayaan murid mereka.

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PPK 221/4 Kemahiran Membaca, Menulis dan Mengira Dalam Pendidikan Khas

Kursus ini bertujuan untuk memberi pengetahuan dan kemahiran kepada bakal pendidik tentang konsep-konsep, bahan, kaedah dan panduan mendiagnosis kemahiran membaca, menulis dan mengira bagi kanak-kanak berkeperluan khas. Perkara yang difokuskan ialah sebab berlakunya masalah, kriteria mengenal pasti masalah, penyediaan bahan/instrumen dan panduan mendiagnosis masalah, dan strategi/kaedah mengajar untuk memperbaiki masalah ketiga-tiga kemahiran, iaitu membaca, menulis dan mengira. Rujukan: 1. Duncan, H. (2000). Improving literacy skills for children with special needs.

London: Routledge Falmer. 2. Ellis, A. W. (1992). Reading, writing and dyslexia: A cognitive analysis. London.

LEA, Ltd. 3. Rubin, D. (1991). Diagnosis and correction in reading instruction. Boston: Allyn

and Bacon. Pada akhir pembelajaran, pelajar dapat menghuraikan konsep dalam kemahiran membaca, menulis dan mengira. Pelajar juga dapat menghuraikan sebab berlakunya masalah membaca, menulis dan mengira di samping mengenal pasti kriteria masalah membaca, menulis dan mengira. Beberapa strategi/kaedah mengajar yang berkesan untuk mengatasi masalah membaca, menulis dan mengira untuk kanak-kanak berkeperluan khas dapat dijelas. Selain itu, pelajar dapat membina dan menyediakan bahan/instrumen dengan menggunakan panduan mendiagnosis yang betul dan strategi/kaedah pengajaran yang sesuai dan berkesan untuk memperbaiki masalah kemahiran membaca, menulis dan mengira yang dikenal pasti daripada kanak-kanak berkeperluan khas. PPK 222/4 Kemahiran Vokasional Dalam Pendidikan Khas

Kursus ini bertujuan memberi pengetahuan serta pengalaman kepada pelajar dalam aspek keperluan terhadap kemahiran vokasional kanak-kanak berkeperluan khas yang melibatkan semua kategori keperluan khas seperti masalah pendengaran, penglihatan, masalah pembelajaran dan fizikal. Pelajar didedahkan dengan pelbagai kemahiran yang diperlukan oleh murid-murid. Ini meliputi kurikulum serta program transisi yang bersesuaian dalam menyediakan murid-murid berkeperluan khas untuk berdikari selepas menamatkan persekolahan kelak. Rujukan: 1. Evers, R.B., & Elksnin, N. (1998). Working with students with disabilities in

vocational-Technical settings. Austin, TX: Pro Ed. 2. Rebecca B. Evers and Nick Elksnin (1998). Working with students with disabilities

in vocational –Technical settings. PRO-ED, Austin. Texas. 3. Sitlington, P.L., Clark, G.M., & Kolstoe, O.P. (1999). Transition education and

services for adolescents with disabilities (3nd Ed.). Boston: Allyn & Bacon.

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Hasil Pembelajaran Di akhir kursus, pelajar akan dapat mengenalpasti bidang-bidang kemahiran yang diperlukan oleh murid-murid berkeperluan khas untuk bekerja mengikut kesesuaian mereka. Selain itu, pelajar akan dapat mengenalpasti kurikulum pendidikan vokasional yang bersesuaian dengan keperluan murid-murid berkeperluan khas. Seterusnya pelajar akan dapat merancang serta melaksanakan program transisi bagi murid-murid berkeperluan khas ke arah berkerjaya.

PPK 223/4 Kemahiran Hidup Dalam Pendidikan Khas

Kursus ini bertujuan untuk menyediakan bakal pendidik dengan pengetahuan serta kemahiran yang diperlukan untuk mengajar pelajar-pelajar berkeperluan khas kemahiran hidup. Pelajar akan didedahkan berkaitan bentuk-bentuk pengajaran yang berasaskan prinsip-prinsip intervensi tertentu serta melaksanakan pengajaran dengan menggunakan kaedah pengajaran/model yang sesuai. Selain itu, aspek kemahiran hidup seharian yang akan diberi perhatian dengan melibatkan kemahiran-kemahiran dalam aspek keperluan peribadi, kemahiran motor, kemahiran sosial dan komunikasi, kemahiran pengurusan rumah tangga serta kemahiran kerjaya. Seterusnya pelajar juga akan didedahkan kepada pelbagai teknik pengurusan tingkah laku yang berkesan bagi murid-murid berkeperluan khas. Rujukan: 1. Baker, B.L. (1997). Steps to independence: Teaching everyday skills with special

needs. (3rd Ed.). Baltimore, MD:Paul H. Brookes. 2. Browder, D.M. (2001). Curricullum and assessment for students with moderate and

severe disabilities. New York, NY: The Guilford Press. 3. Westling, D.L., & Fox, L. (2000). Teaching students with severe disabilities. Merrill. Hasil Pembelajaran: Di akhir kursus, pelajar akan dapat mengenalpasti kemahiran-kemahiran yang diperlukan oleh murid-murid berkeperluan khas dalam kehidupan mereka. Pelajar juga akan dapat menerangkan serta melaksanakan bentuk-bentuk pengajaran yang dapat digunakan sebagai langkah intervensi bagi murid-murid berkeperluan khas. Pelajar juga akan dapat mengenalpasti teknik-teknik yang berkesan dalam menguruskan tingkah laku murid-murid berkeperluan khas.

PPK 290/2 Internship I

Objektif utama Internship I adalah untuk memberi pendedahan awal dan pengalaman sebenar (field experience) kepada pelajar. Pelajar akan ditempatkan dalam program-program pendidikan khas selama satu bulan (4 minggu). Semasa menjalankan internship, pelajar dikehendaki membuat pemerhatian, membantu dan melibatkan diri dalam aktiviti-aktiviti yang dijalankan supaya mereka akan mendapat pengalaman yang sesuai. Pelajar akan menjalankan kajian di bawah bimbingan pensyarah pendidikan khas. Pelajar diberi peluang mengkaji ciri-ciri diagnostik ketidakupayaan murid mereka dan bagaimana

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mengurus dan mengajar murid-murid tersebut. Pelajar akan bertugas sebagai guru pembantu kepada guru-guru pendidikan khas dalam program-program tersebut. Di akhir internship, pelajar akan mempunyai kefahaman tentang peranan guru pendidikan khas dalam program integrasi-inklusif dan/atau Badan Bukan Kerajaan. Rujukan: 1. Goor, M. B. & Santos, K. E. (2002). To think like a teacher: Cases for special

education interns and novice teachers. Allyn & Bacon. 2. Rosenberg, M. S., O’Shea, L. J., & O’Shea, D. J. (2001). Student teacher to master

teacher: A practical guide for educating students with special needs (3rd Ed.). Prentice Hall.

3. Taylor, R. L. (2002). Assessment of exceptional students: Educational and psychological procedures (6th Ed.). Boston: Allyn & Bacon.

Hasil Pembelajaran

Di akhir Internship, pelajar akan mendapat pengalaman sebenar mendidik murid-murid berkeperluan khas. Pelajar akan mendapat kemahiran dan ilmu mengenai murid-murid berkeperluan khas, strategi pengajaran serta teknik pengurusan tingkah laku melalui pemerhatian, kajian serta penglibatan secara aktif dalam program pendidikan khas. Di samping itu, pelajar juga akan mendapat kesedaran mengenai peranan guru pendidikan khas serta hal pentadbiran program pendidikan khas. PPK 311/3 Pendekatan Pengajaran Pelajar Bermasalah Pembelajaran

Kaedah-kaedah mengajar murid bermasalah pembelajaran akan diperkenalkan kepada bakal pendidik supaya mereka akan dapat merancang pengajaran yang sesuai berdasarkan kepada kelemahan dan kekuatan pelajar mereka. Kaedah seperti pengajaran eksplisit, pengajaran scaffolding dan penggunaan strategi metakognitif untuk menyokong kurikulum seperti strategi mnemonics akan diajarkan kepada bakal pendidik. Penekanan akan diberikan kepada intervensi yang sesuai untuk memperkembangkan kemahiran membaca, menulis, mengeja dan mengira serta teknik untuk memperkembangkan kemahiran bukan akademik seperti pengurusan tingkah laku dan emosi. Latihan melalui pengajaran mikro dan pengajaran simulasi akan dijalankan sepanjang kursus. Selain itu pelajar akan dikehendaki mencerap pengajaran dari video rakaman dan membuat refleksi. Rujukan: 1. Bender, W.N. (1992). Learning disabilities, characteristic, identification and

strategies. Boston: Allyn & Bacon. 2. Harwll, J.M. (2001) Complete learning disabilities handbook (2nd Ed.). N.J: The

Center For Applied Research In Education. 3. Lerner, J. (2000) Learning Disabilities: Theories, diagnosis and teaching strategies

(8th Ed.). Boston: Houhgton Mifflin. Hasil Pembelajaran Di akhir pengajaran pelajar diharap akan memahami kaedah-kaedah mengajar murid bermasalah pembelajaran. Pelajar juga diharap akan mampu merancang pengajaran yang sesuai berdasarkan kepada kelemahan dan kekuatan pelajar mereka. Selain itu, strategi dan teknik pengajaran yang bersesuaian dengan keperluan individu murid berkeperluan

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khas terutamanya strategi mengubahsuai tingkahlaku diharap dapat diaplikasikan dalam proses P&P suatu hari nanti.

PPK 312/3 Pendekatan Pengajaran Pelajar Bermasalah Pendengaran

Kursus ini memberi pengetahuan kepada pelajar tentang pelbagai strategi pengajaran, pelbagai teknik menilai pembelajaran murid-mud bermasalah pendengaran. Pelajar juga didedahkan dengan pelbagai jenis sistem komunikasi yang terdapat untuk berkomunikasi dengan murid-murid bermasalah pendengaran. Kursus ini memberi fokus dan peluang kepada pelajar-pelajar untuk memperbaiki kemahiran pengajaran mereka menerusi pengajaran mikro. Rujukan: 1. Moores, D.F. (2000). Educating the deaf: Psychology, principles, and practices (5th

Ed). Houghton Mifflin College. 2. Riple, Barret & Fleming (2001). Inclusion for children with speech and hearing

impairment. Fulton Publisher. 3. Stewart, D.A. & Kluwin, T.N. (2000). Teaching deaf and hard of hearing students:

Content, strategies, and curricullum. Allyn & Bacon.

Hasil Pembelajaran Pada akhir pembelajaran, pelajar akan dapat menjelas dan membezakan pelbagai jenis teori-teori pengajaran dan pembelajaran; menyediakan Rancangan Pengajaran Harian (RPH), Rancangan Pendidikan Individu (RPI), dan melaksanakan pengajaran mikro; menjelaskan jenis-jenis kaedah komunkasi bagi mereka yang bermasalah pendengaran; menggunakan Kod Tangan Bahasa Melaysia (KTBM) dan Kod Tangan Bahasa Inggeris (KTBI); membincangkan pendekatan pengajaran murid bermasalah pendengaran; membincangkan pengurusan bilik darjah bagi murid bermasalah pendengaran; membincangkan kesediaan belajar murid bermasalah pendengaran; menjelaskan kesan kecacatan pendengaran terhadap proses pengajaran dan pembelajaran; dan membincangkan jenis-jenis penilaian kepada murid bermasalah pendengaran

PPK 313/3 Pendekatan Pengajaran Pelajar Bermasalah Penglihatan

Kursus ini merupakan lanjutan kepada kursus Masalah Penglihatan. Dalam kursus ini, bakal pendidik akan diajar kaedah-kaedah mengajar murid bermasalah penglihatan. Bakal pendidik akan diajar membraille serta menulispindah pelbagai jenis kod braille. Kod Braille Bahasa Malaysia, Kod Braille Bahasa Inggeris, dan Kod Braille Matematik dan Sains diberi penekanan supaya bakal pendidik akan dapat membantu pelajar bermasalah penglihatan membina kemahiran menggunakan sistem komunikasi ini. Penggunaan teknologi bantuan untuk sistem komunikasi Braille juga diberi penekanan. Selain itu, bakal pendidik juga akan mempelajari kemahiran aktiviti fizikal dan permainan untuk pelajar masalah penglihatan.

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Rujukan: 1. Jabatan Pendidikan Khas. (2001). Kod braille Bahasa Melayu (Edisi

Pindaan). Kementerian Pendidikan Malaysia. 2. Wormsley, D.P. (2000). Braille literacy curriculum. Philadelphia: Tower

Press, Overbrook School for The Blind. 3. Motley, E.G. (2001). The role of the teacher in orientation and

mobility services for the visually challenged. Pittsburgh: Dorrance Publishing Co.

Hasil Pembelajaran Di akhir kursus ini, pelajar akan menguasai kemahiran membraille dalam Kod Braille Bahasa Melayu, kod braille bahasa Inggeris serta kod braille Sains dan Matematik. Pelajar juga akan menguasai kemahiran menulispindah kod-kod braille tersebut. Pelajar juga akan menguasai kemahiran menggunakan teknologi bantuan untuk menghasilkan teks dalam kod braille. Seterusnya, pelajar juga akan mendapat pendedahan dalam permainan untuk murid-murid masalah penglihatan. PPK 331E/4 Technology and Innovation for Special Education

This course aims to introduce students to current practices in the use of assistive and adaptive technology devices and services that will enhance the functional capabilities of students with special needs. Students taking this course will be exposed to low technology and high technology devices. Students will also be able to assess the use of appropriate assistive technology for the various categories of disabilities, source or develop the said resources to fulfill the needs of their future students to enable learning, socialization and physical engagement. Besides assistive technology, other innovations in the special education curricula such as universal design for learning will be discussed. The use of technology and other innovations to enable inclusion and accessibility will also be discussed.

Rujukan:

1. Belson, S. I. (2003). Technology for exceptional learners. New York: Houghton Mifflin.

2. Bryant, D.P. & Bryant, B.R. (2003). Assistive technology for people with disabilities. Boston, MA: Pearson.

3. Cook, A.C. & Hussey, S.M. (2002). Assistive technologies: Principles and practice. (2nd Ed.). St. Louis, Missouri: Mosby, Inc.

Hasil Pembelajaran At the end of this course, students will be able to define and describe assistive technology devices and services. Students will also be able to match and plan assistive technology resources for students with different categories of special needs. In addition to that, students will also be able to use sample assistive technology resources. Students will also be able to plan technological and innovative practices which will enhance inclusion and accessibility. Finally, students will be able to design, develop and evaluate multimedia learning resources for students with special needs.

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PPK 332/4 Pendidikan Khas Peringkat Awal Kanak-kanak

Kursus ini memberi pengetahuan tentang kepentingan memulakan program pendidikan khas di peringkat awal kanak-kanak lagi iaitu di peringkat umur 3-12 tahun. Rasional, ciri-ciri, model dan program-program intervensi awal bagi kanak-kanak yang mempunyai keperluan khas akan dibincang dan dihuraikan dalam kursus ini. Tajuk-tajuk lain termasuklah teknik pengesanan dan penilaian perkembangan kanak-kanak prasekolah; isu-isu dalam penilaian awal; penglibatan ibubapa dan profesional lain dalam program, perancangan dan pelaksanaan kurikulum; proses pengajaran-pembelajaran untuk meningkatkan kemahiran dalam pelbagai domain perkembangan kanak-kanak, peralihan dari prasekolah (tadika) ke sekolah biasa, dan penilaian program. Aspek-aspek lain yang dicakupi ialah teknologi bantuan dan suaian, strategi intervensi untuk kanak-kanak keperluan khas, kerjasama dengan ibu bapa, keluarga dan ahli profesional. Rujukan: 1. Cook, R.E,, Tessier, A. & Klein, M.D. (2000). Adapting early childhood curricula

for children in inclusive setting (5th Ed). New Jersey: Prentice-Hall. 2. Gargiulo, R.M. & Kilgo, J. (2000). Young children with special needs. New Jersey:

Delmar Pub. 3. Hallahan, D.P. & Kauffman, J.M. (2000). Exceptional learners: Introduction to

special education. Needham Height. MA. Hasil Pembelajaran Di akhir pengajaran, dijangkakan pelajar akan berupaya untuk memahami tentang keperluan dalam memulakan program pendidikan khas seawal yang mungkin bagi memenuhi keperluan individu kurang upaya. Program pendidikan khas perlu dimulakan seawal yang mungkin adalah bagi membolehkan guru dan professional yang lain membantu golongan ini dengan cara memberi intervensi awal. Di akhir pengajaran juga pelajar dijangka akan memahami tentang teknik-teknik pengesanan dan penilaian terhadap kanak-kanak khas dan seterusnya cuba mengaplikasikannya suatu hari nanti. PPK 333E/3 Music, Art and Physical Education Therapy This course introduces the use of music, art, drama, creative movement and physical movement therapy to reduce stress or feelings of disappointment, as well as, other negative emotions amongst children with special needs. For a more holistic development of students with special needs, this course also introduces adapted physical education and recreation for students with special needs. The provision of such therapies and physical education in an inclusive environment is also discussed.

Rujukan: 1. Auxter, D., Pyfer, J. & Huetting, C. (2000). Principles and methods of adapted

physical education and recreation with gross motor activities for small children with special needs and Powerweb: Health and human performance (9th Ed.). McGrawHill.

2. Henley, D. R. (2000). Exceptional children: Exceptional art and teaching art to special needs. Davis Publications.

3. Streeter, E. (2001). Making music with young children with special needs: A guide book for parents (2nd Ed.). Jessica Kingsley Pub.

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Hasil Pembelajaran At the end of this course, students will be exposed to related therapies such as art, drama and creative movement to enhance the holistic development of students with special needs. Students will also be able to plan and conduct adapted physical education activities as well as recreational activities such as games for students with special needs. PPK 334/4 Pengurusan Masalah Emosi dan Tingkah Laku Kanak-kanak

Berkeperluan Khas

Kursus ini memberi pengetahuan kepada pelajar tentang pelbagai definisi masalah emosi dan tingkah laku serta teori–teori dan model masalah emosi dan tingkah laku; ciri-ciri kanak-kanak masalah emosi dan tingkah laku serta faktor-faktor yang menyebab terjadinya masalah emosi dan tingkah laku; bagaimana mengaitkan teori masalah emosi dan tingkah laku kepada aplikasi dalam bilik darjah; masalah emosi dan tingkah laku dalam kalangan murid-murid berkeperluan khas yang berlainan kategori; pelbagai pendekatan intervensi untuk pengurusan emosi dan tingkah laku kanak-kanak berkeperluan khas; kesediaan belajar dan pengurusan bilik darjah bagi murid masalah emosi dan tingkah laku; kesan masalah emosi dan tingkah laku terhadap proses pengajaran dan pembelajaran; dan jenis-jenis penilaian kepada murid masalah emosi dan tingkah laku.

Rujukan:

1. Ashman, A. & Elkins, J. (1994). Educating children with special needs. Prentice Hall, New York.

2. Coleman, C.M. (2002). Emotional and behavioral disorders: Theory and practice (4th Ed.). Allyn and Bacon.

3. Smith, T.E.C et al. (2001). Teaching students with special needs in inclusive settings. Allyn and Bacon, Boston.

Hasil Pembelajaran Pada akhir pembelajaran, pelajar akan dapat membincangkan pelbagai definisi masalah emosi dan tingkah laku serta menjelaskan teori – teori dan model masalah emosi dan tingkah laku; menghuraikan ciri-ciri kanak-kanak masalah emosi dan tingkah laku serta faktor-faktor yang menyebab terjadinya masalah emosi dan tingkah laku; mengaitkan teori masalah emosi dan tingkah laku kepada aplikasi dalam bilik darjah; membincangkan masalah emosi dan tingkah laku dalam kalangan murid-murid berkeperluan khas yang berlainan kategori; membincangan pelbagai pendekatan intervensi untuk pengurusan emosi dan tingkah laku kanak-kanak berkeperluan khas; membincangkan kesediaan belajar dan pengurusan bilik darjah bagi murid masalah emosi dan tingkah laku; menjelaskan kesan masalah emosi dan tingkah laku terhadap proses pengajaran dan pembelajaran; dan membincangkan jenis-jenis penilaian kepada murid masalah emosi dan tingkah laku.

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PPK 335/3 Masalah Bahasa dan Komunikasi

Kursus ini memberi pengetahuan kepada pelajar tentang masalah bahasa dan komunikasi, perkembangan bahasa kanak-kanak bermasalah bahasa, kaedah mengenal pasti dan menganalisis masalah bahasa dan komunikasi, dan teori-teori dan rawatan-rawatan yang sesuai untuk membantu kanak-kanak yang bermasalah bahasa dan komunikasi memperolehi kemahiran berkomunikasi dan berbahasa serta teknik-teknik pengajaran yang sesuai.

Rujukan:

1. Battle, D. E. (Ed.). (2002). Communication disorders in multicultural populations (3nd Ed.). Butterworth-Heinemann Medical.

2. Bernstein, D. K., Morris, E. & Farber, T. (2001). Language and communication disorders in children (5th Ed.). Allyn & Bacon.

3. Gray, C. (2002). My social stories book. London: Jessica Kingsley.

Hasil Pembelajaran Pada akhir pembelajaran, pelajar akan dapat menjelaskan apa yang dimaksudkan dengan masalah bahasa dan komunikasi, faktor-faktor yang mempengaruhi masalah bahasa dan komunikasi; memberi definisi, aetiologi, jenis-jenis ketidakupayaan bahasa dan pertuturan; menjelaskan perkembangan awal bahasa, pertuturan dan komunikasi; dan membezakan serta menjalankan pelbagai jenis penilaian bahasa dan pertuturan serta strategi intevensi.

PPK 490/10 Praktikum Pendidikan Khas

Praktikum Pendidikan Khas adalah lanjutan kepada pengalaman sebenar (field experience) semasa Internship I, tetapi dalam latihan peringkat praktikum ini, pelajar perlu memberi tumpuan yang lebih kepada aspek proses pengajaran dan pembelajaran murid-murid berkeperluan khas. Pelajar dikehendaki mengajar murid-murid berkeperluan khas dalam bidang tumpuan mereka. Pelajar juga perlu mengaplikasi kemahiran mengajar menggunakan teknik-teknik yang sesuai ke dalam situasi sebenar. Penekanan diberi kepada aplikasi pedagogi pengajaran untuk meningkatkan kemahiran akademik murid berkeperluan khas. Di samping itu, pelajar juga akan terlibat dalam proses mempertingkatkan kemahiran bukan akademik murid seperti kemahiran pergerakan fizikal, kemahiran emosi dan tingkah laku serta kemahiran sosial dan komunikasi. Pelajar juga dikehendaki mempelajari tugas guru pendidikan khas serta struktur dan cara pengurusan program pendidikan khas. Selain daripada tumpuan dalam merancang dan melaksanakan proses pengajaran dan pembelajaran, pelajar juga akan membuat laporan refleksi bertulis tentang pengalaman mereka dan mencadangkan tindakan yang boleh diambil untuk menambahbaik profesion mereka. Rujukan : 1. Goor, M. B. & Santos, K. E. (2002). To think like a teacher: Cases for special

education interns and novice teachers. Allyn & Bacon.

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2. Mercer, C. D. & Mercer, A. R. (2000). Teaching students with learning problems (6th Ed.). Prentice Hall College.

3. Rosenberg, M. S., O’Shea, L. J., & O’Shea, D. J. (2001). Student teacher to master teacher: A practical guide for educating students with special needs (3rd Ed.). Prentice Hall.

Hasil Pembelajaran Di akhir praktikum, pelajar akan dapat mengaplikasi ilmu serta kemahiran yang telah mereka pelajari dalam semua kursus yang telah mereka ikuti ke dalam situasi yang sebenar. Pelajar akan berupaya untuk merancang, melaksanakan serta menilai pedagogi pengajaran yang berkesan untuk meningkatkan tahap keupayaan serta tahap kefungsian murid berkeperluan khas dalam pelbagai domain perkembangan terutamanya dalam domain kognitif. Di samping itu, pelajar juga akan dapat menggunakan teknik-teknik pengurusan kelas serta teknik-teknik pengurusan tingkah laku dalam situasi sebenar. Pelajar juga akan dapat membuat penaksiran terhadap pembelajaran murid. Akhir sekali, pelajar akan dapat membuat refleksi tentang pengalaman mereka dan mencadangkan tindakan penambahbaikan. PPK 431/4 Pendekatan Pengajaran Pelajar Disleksia

Bakal guru akan didedahkan kepada teori dan praktik untuk mengesan pelajar-pelajar disleksia dan untuk merancang pengajaran pemulihan yang sesuai. Penekanan akan diberi kepada kaedah pengajaran yang sesuai untuk memperkembangkan kemahiran membaca, menulis, mengeja dan mengira. Bakal pendidik akan didedahkan kepada pengajaran berbentuk multi-sensori dan pengajaran foniks yang didapati sesuai untuk mengajar pelajar disleksia. Bakal pendidik juga akan diajar tentang kaedah pengajaran spesifik yang digunakan khas untuk pelajar disleksia serta penggunaan teknologi bantuan untuk menolong pelajar-pelajar disleksia. Penyesuaian dalam persekitaran inklusif juga diperbincangkan. Kesan bukan akademik sebagai akibat masalah disleksia juga akan dibincangkan.

Rujukan:

1. Clark, D.B. & Uhry, J.K. (1995). Dyslexia: Theory & practice of remedial instruction. Baltimore: York Press.

2. Grosser, G.S. & Spafford, C.A. (2005). Dyslexia and reading difficulties: Research and resource guide for working with all struggling readers (2nd Ed.). Boston: Allyn & Bacon.

3. Smythe, I., Everatt, J. & Salter, R. (2004). International book of dyslexia. West Sussex, England: John Wiley & sons.

Di akhir kursus ini, pelajar akan dapat menjelaskan definisi, ciri-ciri serta proses pengesanan dan diagnosis murid-murid disleksia. Seterusnya pelajar akan dapat merancang dan melaksanakan program pemulihan untuk murid disleksia dalam bahasa Melayu, bahasa Inggeris serta sains dan matematik. Akhir sekali, pelajar akan dapat mencadangkan teknologi bantuan yang sesuai serta penyesuaian yang diperlukan dalam persekitaran inklusif.

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PPK 432/3 Kanak-kanak Terencat Akal

Kursus ini menekankan kepada kanak-kanak terencat akal yang teruk (severe and profound) serta kanak-kanak dengan pelbagai ketidakupayaan (multiple disabilities). Definisi, ciri-ciri, sebab berlakunya terencat akal, penilaian untuk mengenal pasti kanak-kanak tersebut, kaedah pengajaran yang sesuai untuk kanak-kanak ini serta strategi pengubahsuaian tingkah laku yang didapati berkesan untuk meningkatkan pembelajaran murid-murid tersebut akan dipelajari. Program perkhidmatan yang diberi kepada kanak-kanak ini dari masa intervensi awal sehingga peralihan ke komuniti dibincangkan. Peranan ibu bapa juga diutamakan. Rujukan: 1. Baker, B. L, Brightman, A. J., Blacher, J. B., Hinshaw, S. P. & Murphy, D. M.

(1997). Steps to independence: Teaching everyday skills to children with special needs (3rd Ed.). Paul H. Brookes Pub. Co.

2. Aird, Richard. (2001). The education and care of children with severe, profound and multiple learning difficulties. London: David Fulton.

3. Wehmayer, M. L., Sands, D. J., Knowlton, H. E. et. al. (2001). Teaching students with mental retardation: Providing access to the curriculum. Paul H Brookes Pub. Co.

Hasil pembelajaran Di akhir kursus ini, pelajar akan dapat menjelaskan definisi, ciri-ciri serta sebab berlakunya terencat akal yang teruk serta pelbagai ketidakupayaan. Pelajar juga akan dapat merancang dan melaksanakan program pengajaran serta program pengubahsuaian tingkah laku yang sesuai untuk murid-murid terencat akal yang teruk dan murid-murid pelbagai ketidakupayaan. Akhirnya, pelajar juga akan dapat mencadangkan program perkhidmatan yang sesuai untuk menyokong murid-murid ini dari perawalan kehidupan sehingga peralihan ke komuniti. PPK 433/3 Pelajar Pintar Cerdas dan Berbakat

Kursus ini memberi pengetahuan kepada pelajar tentang latar belakang pendidikan pintar-cerdas, konsep pintar-cerdas dan berbakat berdasarkan teori kepintaran, faktor-faktor yang mempengaruhinya, serta kreativiti, kemahiran berfikir, dan ciri-ciri yang ada pada kalangan individu pintar-cerdas. Melalui kursus tersebut, kaedah, instrumen, model, dan strategi pengajaran yang digunakan untuk mengenalpasti dan mengajar individu pintar-cerdas dan berbakat akan diperkenalkan. Selain daripada itu, kursus ini turut menyentuh jenis-jenis pendidikan pintar-cerdas yang wujud di Malaysia dan negara-negara lain. Akhir sekali, peranan yang dimainkan oleh ibu bapa, guru, dan sekolah dalam pendidikan pintar-cerdas dan berbakat serta implikasi pendidikannya akan dibincangkan. Rujukan: 1. Castellano, J. A., & Diaz, E. (2002). Reaching new horizons: Gifted and talented

education for culturally and linguistically giverse students. Allyn & Bacon.

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2. Colangelo, N. & Davis, G. A. (2003). Handbook of gifted education (3rd Ed.). Allyn & Bacon.

3. Winebrenner, S. & Espeland, P. (2000). Teaching gifted children in the regular classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted and talented. Free Spirit Pub.

Hasil Pembelajaran Pada akhir pembelajaran, pelajar akan dapat menghuraikan latar belakang pendidikan pintar-cerdas, konsep pintar-cerdas dan berbakat berdasarkan teori kepintaran, faktor nurture vs nature yang mempengaruhinya, serta kreativiti, kemahiran berfikir, dan ciri-ciri yang ada pada kalangan individu pintar-cerdas. Pelajar juga akan dapat menjelaskan kaedah, instrumen, model, dan strategi pengajaran yang digunakan untuk mengenalpasti dan mengajar individu pintar-cerdas dan berbakat. Selain daripada itu, pelajar turut dijangka dapat menjelaskan jenis-jenis pendidikan pintar-cerdas yang wujud di Malaysia dan negara-negara lain. Akhir sekali, pelajar akan dapat menghuraikan peranan yang dimainkan oleh ibu bapa, guru, dan sekolah dalam pendidikan pintar-cerdas dan berbakat dan implikasi pendidikannya. PPK 434/3 Masalah Fizikal dan Keperluan Kesihatan Pelajar akan mempelajari pelbagai jenis masalah fizikal dan masalah kesihatan yang dihadapi oleh murid berkeperluan khas. Melalui kursus ini, pelajar diharap dapat memahami cara-cara mengurus kelas dengan lebih baik dengan mengambil kira aspek-aspek keperluan fizikal serta kesihatan murid. Aspek penjagaan kesihatan murid yang bermasalah ini adalah amat penting di sekolah pendidikan khas, dan semua aktiviti pembelajaran adalah bergantung kepada kemampuan kesihatan murid. Komplikasi kesihatan yang ada pada murid tersebut akan dibincangkan. Pelajar juga akan didedahkan kepada penggunaan teknologi bantuan yang sesuai serta akomodasi persekitaran untuk menolong murid-murid khas ini berdikari dalam persekitaran khas ataupun persekitaran inklusif. Rujukan: 1. Best, S. J., Heller, K. W. & Bigge, J. L. (2000). Teaching individuals with physical,

health, or multiple disabilities (4th Ed.). Prentice Hall College Division. 2. Heller, K. W., Forney, P. E. Alberto, P. A. & Schwartzman, M. (2000). Meeting

physical and health needs of children with disabilities: Teaching student participation and management. Wadmoth Pub. Co.

3. Matthews, D. D. (2000). Disabilities sourcebook: Basic consumer health information about physical and psychiatric disabilities, including descriptions of major causes of disabilities. Omnigraphics, Inc.

Hasil Pembelajaran Di akhir kursus ini, pelajar akan dapat menghuraikan pelbagai jenis masalah fizikal dan kesihatan. Pelajar juga akan dapat menerangkan cara-cara untuk mengurus keperluan kesihatan serta keperluan fizikal pelajar dalam persekitaran khas serta persekitaran inklusif. Akhirnya, pelajar akan dapat mencadangkan penggunaan teknologi bantuan untuk meningkatkan tahap kefungsian pelajar masalah fizikal dan kesihatan.

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PPK 435/4 Kaunseling Keluarga Kanak-kanak Khas

Kursus ini bertujuan untuk meningkatkan kemahiran berkomunikasi bakal pendidik dengan keluarga murid berkeperluan khas demi untuk mengujudkan hubungan dan jalinan kerjasama (partnership) yang dapat menolong murid-murid tersebut. Selain itu, bakal guru juga akan mempelajari proses bimbingan dan kaunseling untuk ibu bapa dan ahli-ahli keluarga murid berkeperluan khas. Kesan ketidakupayaan murid terhadap keluarga mereka dan beban penjagaan turut dibincangkan. Bakal pendidik juga akan mempelajari tentang tingkah laku normal dan tidak normal dalam kelakuan manusia; punca variasi tingkah laku dan masalah yang dihadapi oleh kanak-kanak; prinsip-prinsip perubahan kelakuan; aplikasi konsep-konsep bantuan dalam pendidikan khas dan keadaan-keadaan teraputik akan dapat menolong murid-murid berkeperluan khas dan ahli keluarga mereka. Model kerjasama antara guru dan keluarga untuk kesinambungan pengajaran akan diberi penekanan. Rujukan: 1. Fine, J.F & Simpson, R.L. (Eds). (2000). Collabrations with parents and families of

children and youth with exceptionalities (2rd Ed.). Austin, TX: Pro. Ed. 2. Lamb, J & Lamb, W. (1982). Parent education and elementary counseling. Human

Sciences Press, New York. 3. Shea, T. M. & Bauer. A.M. (2003). Parents and schools: Creating a successful

partnership for students with special needs. Merrill Pub. Co. Hasil Pembelajaran

Pada akhir pembelajaran, pelajar akan dapat meningkatkan lagi kemahiran berkomunikasi antara ibu bapa serta ahli-ahli keluarga kanak-kanak berkeperluan khas. Di samping itu, pelajar juga diharap dapat menjalinkan hubungan yang lebih erat dengan kanak-kanak dan keluarga berkeperluan khas melalui aktiviti kaunseling kelompok dan kaunseling individu yang dijalankan. Pelajar juga diharap dapat menghuraikan tentang perbezaan tingkah laku normal dan tidak normal serta prinsip-prinsip perubahan kelakuan dalam kalangan kanak-kanak berketidakupayaan di samping dapat menerangkan punca-punca variasi tingkah laku mereka. Akhir sekali, pelajar dapat mengaplikasikan aktiviti teraputik serta memilih model kerjasama yang sesuai untuk membantu kanak-kanak dan keluarga berkeperluan khas tersebut. PPK 436/3 Seminar Isu-isu Pendidikan Khas Kursus ini bertujuan untuk meningkatkan kesedaran pelajar tentang isu-isu dalam bidang pendidikan khas supaya mereka memperolehi pengetahuan dan sikap yang sesuai untuk memberi bantuan kepada murid yang dikenalpasti sebagai yang memerlukan tumpuan/ bimbingan khas. Pelajar akan meninjau perspektif berlainan tentang isu-isu dalam pendidikan khas. Isu kritikal tentang reformasi pendidikan khas dan pendidikan inklusif untuk semua murid berkeperluan khas akan diberi penekanan. Isu-isu seperti perancangan kurikulum untuk keperluan individu; perancangan bantuan khas; pengklasifikasian kanak-kanak kepada pelbagai kategori ketidakupayaan; kajian dalam pendidikan khas; perundangan dan advocacy; peralihan ke alam pekerjaan serta isu-isu lain akan dibincangkan oleh pelajar dalam seminar ini.

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Rujukan:

1. Byrnes, M. (2002). Taking sides: Clashing views on controversial issues in special education. MacMillan/McGraw Hill School.

2. Siegel, L. M. (2001). The complete IEP guide: How to advocate for your special ed child (2nd Ed.) Nolo Press.

3. Winzer, M. A., & Mazurek, K. (Eds). (2000). Special education in the 21st century: Issues of inclusion and reform. Gallaudet Universiti Press.

Hasil Pembelajaran

Pada akhir pembelajaran, pelajar akan dapat membincang dan membuat refleksi mengenai isu-isu dalam bidang pendidikan khas dan pendidikan inklusif dalam konteks global dan tempatan. Pelajar juga akan dapat memberi pendapat mereka mengenai isu-isu tersebut. Di akhir kursus, pelajar akan dapat mencadangkan ide-ide untuk mempertingkatkan kualiti pendidikan khas dan pendidikan inklusif di Malaysia berdasarkan isu-isu tersebut.

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SINOPSIS KURSUS-KURSUS MINOR [20 UNIT]

BIOLOGI BOI 109/4: Biostatistics The course will begin by exposing the students on the proper ways to present data from a particular study. Following that the discussion will be on probability distributions normally used in biostatistics namely Binomial, Poisson and Normal distributions. This will be followed by Hypothesis Testing involving one- and two-sample cases. For Hypothesis Testing involving three and more samples, ANOVA will be used which will be followed by discussions on Multiple Comparison. Relationship between two variables will be discussed in the context of Correlation and Regression. Nonparametric procedures, namely Wilcoxon dan Mann Whitney will be used for two-sample cases. Data analysis involving Chi Squared and Probability will complete the course. Course Outcome At the end of this course, students should be able to:

• The students will better understand how to present data that are produced from their studies.

• The students will be able to appropriately select statistical procedure/s to analyse their data in order the be able to make conclusions on their studies.

Text Book and References

1. Zubir Bin Din. 2000. Notes on Biostatistics 2. Zar, J.H. 1974. Biostatistical Analysis. Prentice-Hall. 3. Ott. L. 1977. An introduction to statical methods and data analysis. Duxbury. 4. Rosner, B. 2006. Fundamentals of Biostatistics. 6th Edition. Duxbary 5. Selvin, S. 2004. Biostatistics – how it works. Prentice-Hall, New Jersey. 6. Lewis, A.E., 1984. Biostatistics. Van Nostrand Reinhold. 7. Glover T. and Mitchell K. 2004. An Introduction to Biostatistics. McGraw-Hill

BOM 111/4: Biodiversity This course covers elements of biodiversity involving genes, species and ecosystem. Emphasis will be on biological diversity including systematic and diversity; species diversity; loss of species, habitat and ecosystem. Students will be exposed to concepts of biodiversity values and applications as well as conservation and management of biodiversity. Course Outcome At the end of this course, students should be able to:

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• This course provides basic knowledge on the species diversity for plant,

microorganisms and animals related to the economic values, ecological importance and conservation.

• Practical skills involve in the identification of a diversity of plants, microbes and animals based on their distinguishing features.

• Social skills are learned from the lab class where the students have to share specimens and equipments.

• The achievement of the outcomes is measured through quizzes, tests, report writing and informal communication especially in the class during lectures and lab work.

• The learning outcomes can be related to the future by providing the students with the basic concept in biodiversity and the need to preserve it.

• Loss of biodiversity is a universal problem therefore, understanding it can develop awareness about the rich biodiversity of especially the tropical rain forest. Since specimens used in the lab are collected from the local environment either in its preserved form or fresh forms, the students are expected to familiarize themselves with the importance of preserving biodiversity.

Text Book and References

1. Biology: understanding life (2006) Alters S and B Alters. John Wiley and Sons, Inc.

2. Biology (2008). Brooker R J, E P Widmaier, L E Graha and P D Stiling. Mc- Graw Hill Higher Education.

3. Biology: The Unity and Diversity of Life (2004) Starr Taggart. Thomson Learning, Inc.

BOM 112/4: Basic Ecology Basic ecological concepts such as ecosystems, community and populations will be taught. Functional aspects of ecosystems including factors controlling distribution of organisms, primary and secondary productions and succession will also be discussed. Field work techniques will be included. This is an introductory course on basic ecology for the students to understand on various principles and concepts of ecology. The basic components, structures and processes occur in the ecosystem will also be discussed. Certain aspects of population ecology that includes population sampling and population growth will be emphasized. The interaction of communities (biotics) with the environmental factors (abiotics) that governed their ecosystems will be correlated via the energy flow and biogeochemical cycles. The characteristics of community will also be discussed. In a broad scale, we will discuss on the distribution of the world biomes in the terrestrial ecosystem. For instance, the species that survive the tropical rainforest, savanna and desert have their own specific characteristics to adapt to their different types of environments. The biotic and a biotic factor of the fresh water and marine ecosystems will also be highlighted. The productivities of all the ecosystems will then be compared.

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Course Outcome At the end of this course, students should be able to:

• Understand the basic concept of ecology. • Identify the factors that influence the formation and distribution of different type

of ecosystems. • Determine to uniqueness of each and every ecosystems. • Correlate the human impact towards the ecosystems’ components, structures and

processes. Text Book and References

1. Botkin, D. & Keller, E. (2003).Environmental Science. John Wiley & Sons, Inc. 2. ColinVaux, P. (1993). Ecology 2. John Wiley & Son Inc, New York. 3. Cox, G. W. (1997). Conservation Biology, concepts and application. Wm. C.

Brown Publishers. 4. Dan, N. (1993). Mengenal Ekologi. Dewan Bahasa dan Pustaka. 5. Das, M. C. (1993). Fundamentals of Ecology. Tata McGraw-Hill Publishing

Company Limited. 6. De Santo, R. S. (1978) Concepts of Applied Ecology. Springer Verlag New

York Inc. 7. Kormondy, E. J. (1996). Concepts of Ecology. Prestice-Hall. 8. Krohne, D. T. (1998). General Ecology. Wadsworth Publishing Company. 9. Miller, G. T. (2005). Essential of Ecology. Thomson Learning. 10. Odum, E. P. (1971). Fundamentals of Ecology. W. B. Saunders Company,

Philadelphia. 11. Odum, E. P. (1983). Basic Ecology. Holt Saunders, Japan. 12. Ricklefs, R. E. (1990). Ecology. Chiron Press, Oregon. 13. Smith, R. L. & Smith, T. M. (2001). Ecology and Field Biology. Benjamin

Cummings. 14. Stirling, P. D. (1999). Ecology: Theories and Application (3rd Ed.) Prestice Hall. 15. Whitmore, T. C. (1990). An Introduction to tropical Rain Forests. Clarendon

Press, Oxford. 16. Whitmore, T. C. (1991). Tropical Rain Forest of the Far East. Oxford University

Press. BOM 113/4: Cell Biochemistry This course discusses the cell in terms of its basic structure, organels and their function. It also includes building blocks of macromolecules such as amino acids, fatty acids and monosaccharides. This leads to discussions on the structure and function of macromolecules e.g. proteins, fats, carbohydrates and nucleic acids. The biochemical processes that occur in the cell such as enzymes as catalysts, carbohydrate, fat and protein

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metabolism, metabolic regulation and biosynthesis of macromolecules are also discussed. At the end of this course, students should be able to differentiate between prokaryote and eukaryote as well as name the organelles and their functions. In addition, students should be able to identify the chemical characteristics all the major biological macromolecules and describe their structures and functions. Finally, students should be able to describe the structure and mechanisms of enzymes as well as know the major metabolic pathways in a living cell. In short, students should understand how a single cell works. Course Outcome At the end of this course, students will be able to:

• Differentiate between prokaryotes and eukaryotes as well as name the organelles and their functions.

• Identify the chemical characteristics all the major biological macromolecules and describe their structures and functions.

• Describe the mechanisms of enzymes as well as know the major metabolic pathways in a living cell.

• Understand the biochemical processes that occur in the cell such as enzymes as catalysts, carbohydrate, fat and protein metabolism, metabolic regulation and biosynthesis of macromolecules.

• understand how a single cell works and the bioenergetics involved at the molecular level.

• Use various microscopes effectively; prepare buffers and carry out acid-base titrations to determine pKa and pI; determine membrane transport processes such as permeation, osmosis as well as plasmolysis; and determine the factors that affect enzyme activity.

Text Book and References

1. Biochemistry. M. K. Campbell & S. O. Farrel. Thomson Brooks/Cole Publisher. 2. Biochemistry. R. H. Garret & C. M. Grisham. Thomson Brooks/Cole Publisher. 3. Principles of Biochemistry. H. R. Horton et al. Prentice Hall Publisher. 4. Cell and Molecular Biology. G. Karp. John Wiley & Sons Publisher. 5. Principles of Biochemistry. A. L. Lehninger, D. L. Nelson, M. M. Cox. Worth

Publisher. 6. Biochemistry. L. Stryer. W. H. Freeman and Company Publisher.

BOM 114/4: Fundamental Genetics The aim of this course is to introduce the basic principles of genetics which has emerged to be an important field in the understanding of various aspects of biology. This course begins with discussions on the basic concepts of genetics from inheritance pattern according to Mendel’s Law as well as non-Mendelian inheritance. Topics to be discussed also include sex linkage, cytoplasmic and maternal inheritance, mapping and gene order determination, mutation, types of mutants and their applications and gene action and its

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interaction. Population genetics dealing with gene transmission through space and time will be covered. The structure and function of DNA and RNA as genetic materials will also be presented. This includes chromosome organisation, replisome and DNA replication, gene expression and its regulation and RNA processing in eucaryotes. Interesting discussion regarding gene regulation in procaryotes will also be done. This course will also cover the basic concepts of genetic engineering and recombinant DNA technology and their applications in industry, medicine and agriculture. Related ethical and moral issues concerning modern genetics will also be discussed. Course Outcome At the end of the course, students will be able to:

• Understand the basic concepts and fundamentals in genetics including Mendelian laws, molecular and population genetics and the recent advances in genetic technology.

• Explain the processes involved in the regulation of genes, DNA replication, chromosome segregation and protein synthesis.

• Understand the laws and dynamics influencing population genetics. Text Book and References

1. Genetics, analysis and principles, 2nd Edition, Robert, J. Brooker, McGraw-Hill Book Company.

2. Konsep Genetik, Itam Sulaiman & Hazli Abdul Muid, Dewan Bahasa dan Pustaka.

3. Principles of Genetics, 3rd Edition, D. Peter Snustad and Michael J. Simmons, John Wiley & Sons, Inc.

4. Principles of Genetics, 7th Edition, D. Peter Snustad and Gardner, E. J., John Wiley & Sons, Inc.

5. Genetics, from genes to genomes, 2nd edition, Leland H. Hartwell, Leroy Hood, Michael L. Goldberg, Ann E. Reynolds, Lee M. Silver & Ruth C. Veres, McGraw-Hill Book Company.

6. Genetics, William D. Stansfield, McGraw-Hill Book Company. 7. An Introduction to Genetic Analysis, Anthony, J.F.G., Jeffry, H.M., David, T.S.,

Richard, C.L. & William, M.G., W.H Freeman and Company. 8. Genetics, 3rd Edition, Robert F. Weaver & Phillip W. Hedrick. Wm. C. Brown

Publishers. 9. Concepts of Genetics, 9th Edition, Klug. W. S., Cummings, F. R., Spencer, C.

A., & Palladino. M. A. Pearson International Edition. BBT 211/3: Plant Kingdom This course will discuss on the morphological life cycles of plant saprophyte and gametophyte. Plants morphological adaptations to different environments will be discussed (i.e Nepenthes, cactus and carrot). Morphological and structural evolution in

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vegetative and reproductive development (i.e. pollination and seed dispersal) will be presented. Explanations regarding important adaptation which enable plants to dominate present environment and its evolution will also be discussed. Course Outcome At the end of the course, the students are expected to:

• To be able to differentiate the morphology and reproductive system of vascular plants (ferns, gymnosperms and angiosperms).

• To be able to describe plants adaptation characteristics through the modification of organ to live in various habitat, predator avoidance and nutrient intake.

• To be able to describe plant evolution and the important factors in evolution. • To be able to understand plant reproductive technique and their importance in

agriculture. Text Book and References

1. Audesirk, T. And Audesirk, G. 2005. Biology: Life on Earth. Prentice Hall Inc. USA.

2. Heywood, V.H. 1993. Flowering Plants of The World. Oxford University Press, Oxford, UK.

3. Hsuan Keng, 1986. Order dan Tumbuhan Berbiji di Tanah Melayu. Terjemahan Ahmad bin Mahmud. Dewan Bahasa dan Pustaka, Kuala Lumpur.

4. Pandey, B.P. 2007. Botany for degree students. BSc. Second Year. S. Chand & Co. Ltd. New Delhi.

BBT 212/3: Comparative Plant Anatomy Approach of this course focused on the comparative plant anatomy from the aspects of evolutionary adaptation to its environment, difference in plant organ and development processes which involves in primary, secondary and anomolous developments. In evolutionary aspect, comparisons were made between non-vascular primitive plants up to advanced flowering plants.

Course Outcome At the end of the course, the students are expected to:

• To be able to understand the concept of vascular plant anatomy. • To be able to differentiate the cells composition and the stage of growth of the

plant groups (ferns, gymnosperms, monocots and dicots). • To be able to understand the process of primary growth, secondary growth and

anomalous growth and factors that influence the growth.

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• To be able to utilize the knowledge for other related areas of applied botany such as physiology, phytopathology, agriculture, forestry and plant products.

Text Book and References

1. Dickinson, W.C. 2000. Integrative Plant Anatomy. Academic Press, New York, USA.

2. Fahn, A. 1990. Plant anatomy. Elsevier Science. London, UK. 3. Mauseth, J.D.2008. Plant anatomy. The Blackburn Press, London, UK.

BBT 213/4: Plant Physiology and Development This course will discuss various processes involved in transportation within plants. Aspects of plant development, photorespiration and photosynthesis will be discussed. In addition to these, metabolism and nitrogen fixation processes in plant development, seed dormancy and germination will also be taught. Photoperiod and developmental regulatory systems will also be covered. Course Outcome At the end of the course, students are able to:

• Demonstrate knowledge of the fundamentals plant biochemistry and metabolism, including photosynthesis process and roles of hormones in plant growth and development.

• Describe in detail plant morphological and physiological responses and adaptations to variations in selected environmental variables, including those of extreme environments.

Text Book and References

1. William G. Hopkins, Norman P.A. Huner. Introduction to Plant Physiology. Wiley International Edition. 3rd Edition (2004).

BGT 211/4: Entomology This course looks into insects from 5 fundamental perspectives: structure and function, insects and its environment, insects as a unit and its diversity, applied entomology, and modern molecular approach. The subjects covered include: the integument system, nervous systems, glands and muscles, breeding and development, sensory mechanisms, movement and behaviour. Communication between insects and its biotic and a biotic environment will also be discussed. In addition, students will be exposed to the methods and principles of taxonomy and the evolution of the Insecta class. This course will also discuss the advantages and disadvantages of insects, conservation of biodiversity, control of insects, and molecular entomology.

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Course Outcome

• Ability to apply knowledge of entomology to identify insect in field work. • Ability to use practical skills, and expert in current insect classification

technique . • Understand social skill and responsible to insect identification, evolution and

insect modification in field of forensic. • Ability to perform ethically, professionally and caring in several situations

particularly in agriculture to increase product and economy. • Able to communicate, to be leaders and work in teams to identify, analyse, and

to solve problems pertaining insect ecology, behaviour, control of insect which harmful to man and farm animals and also the important of pollination.

Text Book and References

1. Gullan, P.J.& P.S. Cranston. 2005. The Insects: An outline of entomology. Blackwell. Australia

2. Daly, H.V., J.T. Doyen & A.H. Purcell, III. 1998. Introduction to Insect Diversity Oxford Univ. Press. NY.

3. Borror, D.J., Triplehorn, C.A. & Johnson, N.F. 1989. An introduction to the study of insects. 6th edition.

4. Brown, t.A. 1995. Gene cloning. 3th edition. Chapman & Hall, Great Britain. 5. Chapman, R.F. 1982. The insects – structure and function. 3th edition. Harvard

University Press, Cambridge, MA. 6. Romoser, W.S. & Stoffolano, Jr, J.G. 1998. The science of entomology. 4th

edition. McGraw- Hill, Singapore.

BMT 206/3: Physiology and Nutrition of Microbes The course discusses the processes that take place in the development of microorganisms such as growth, microbial cell cycle, effect of environmental factors on growth, growth kinetics and energetic, transport model and types of transport in aerobes and anaerobes and photosynthesis, energy transduction – energy source and carbon framework, autotrophy and heterotrophy, anaerobic, aerobic and photosynthesis pathways. Identification of metabolic pathways, carbon equilibrium and redox in fermentation, methylotrophy, microbial electron transport system, coupling of electron transport with phosphorylation, adaptation of microorganisms in environment, biomolecules and its regulation – nucleic acid, protein, carbohydrates and lipids, synthesis and construction of cell membrane and cell wall and enzyme and coenzyme regulation will be discussed. Course Outcome At the end of the course the students should able to understand:

• The process that take place in the development of microorganisms.

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• Various metabolic pathways and its regulations. • The synthesis of biomolecules and its regulation. • The synthesis and construction of cell membrane and cell wall. • The regulation of enzyme and coenzyme. • Cell constituents. • Biosynthesis and regulation amino acids, fatty acids and protein translation. • Global Control Network. • Genomics and Proteomics tools in bacterial physiology. • Nutrient Stress and Stringent Control.

Text Book and References

1. Mendelstam, McQuillen Dawes (1982). Biochemistry of Microbial Growth, 3rd Edition. Blackwell Scientific Publications.

2. Lehninger (1982). Biochemistry, 8th edition. Worth Publishers. 3. Dawes (1980). Quantitative Problems in Biochemistry, 6th Edition. Longmans. 4. Moat (2002). Microbial Physiology, 4th Edition.Wiley. 5. Nicholls (1981). Bioenergetics.Wiley. 6. Neidhardt, FC, Ingraham, JL, Schechter, M. (1990) Physiology of the Bacterial

Cell. A Molecular Approach. Sinauer Associates. 7. Neidhardt et al. 1987 Escherichia coli and Salmonella typhimurium. Cellular &

Molecular Biology [USM library ref. QR82.E6]. 8. Ingraham et al. 1983 Growth of the Bacterial Cell. Sinauer Associates Inc.,

Massachussetts. BOT 205/3: Microscopy and Histological Techniques This course is aimed at introducing students to the methods and basic principles of microscopy and histological techniques. Concepts such as resolution, contrast and depth of field will be taught. Principles and concepts in the use of dark-field microscopy, phase contrast, fluorescence microscopy and electron microscopy will also be given. Students will also be given the opportunity to study techniques in fixation and preservation of specimens, staining and sectioning, construction and use of the microtome, and the preparation of histological slides individually. Course Outcome

• The microscope must accomplish three tasks: produce a magnified image of the specimen (magnification), separate the details in the image (resolution), and render the details visible to the eye, camera, or other imaging device (contrast).

• Tissues are collections of cells and it is at the microscopic level that we begin to see how an organ actually performs its functions. It is the purpose of this course to explain how the microscope achieves its tasks and to explain the components and their use in simple terms.

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• Introduce and familiarize students with the current information pertaining to the microscopic and histological techniques technology.

• Students will be required to dedicate ample time to master selected microscopic preparations and also understand basic histological techniques such as specimen preparation and microscopy.

Text Book and References

1. Drury, R.A.B. and E.A. Wallington. (1980). Carleton’s Histological Technique. Oxford University Press., Oxford.

2. Kiernan, J.A. (1981). Histological and Histochemical Methods. Theory and Practice. Pergamon Press. Oxford.

3. Any Microscopy, Microbiology and Microbiology related text books, journals and websites. Additional specific references will be given during each lecture.

BST 203/3: Population and Community Ecology Population Ecology and Community is developed to introduce and expose students population and community based partly on mathematical approaches. Unique ecological characteristics acquired by a population or community will be discussed. The community distributions are mainly based on multivariate analysis. The first part will focus on habitat distributions based on the vegetation patterns; random, uniform and change. The part involves basic population parameters for single species. This includes density, degree of survival, biotic capability, age distribution and life tables. Types of relationships between populations like neutralism, cooperation, mutualism, comensalism, predation, and ecological niches as well as principles of competitive exclusion will be discussed. The third part touches upon the basic characteristics of a natural community including a number of important concepts like form and structure of terrestrial communities, dominance, species diversity and community succession. Course Outcome Upon completion of this course, students are able to:

• Understand the basic and advance principles of population ecology and community ecology.

• Apply ecological knowledge in the environmental projects. • Understand the concept of species richness, species diversity and distribution. • Understand the community distribution and vegetation patterns.

Text Book and References

1. Ludwig, J.A. and Reynolds, J.F. (1988). Statistical Ecology. John Wiley & Son. New York, USA.

2. Krebs, C.J. (2003). Ecology. The experimental analysis of distribution and abundance. Harper Collins Pub. New York, USA.

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3. Digby, P.G.N and Kempton, R.A. (1994). Multivariate Analysis of Ecological Communities. Chapman & Hall, London, UK.

4. Krebs, C.J. (2003). Ecological methodology. Harper Collins Pub. New York, USA.

BST 204/3: Tropical Ecosystems This course provides an overview to tropical ecosystems and ecology. The main themes revolve around key concepts and characteristics of terrestrial and aquatic ecosystems of the tropics with emphasis on Malaysia. Approach to the topics begins with an introduction to tropical environment and its high biodiversity followed by various ecosystems found in Malaysia. The focus will be on the ecology, processes and interactions of biotic and a biotic elements in tropical rain forest, mangrove, inland water bodies, marine and coral reef ecosystems. Current and pressing issues on humankind’s impact on these ecosystems locally as well as globally will also be discussed with coverage on ecological principles for their conservation. Fieldwork, with mini projects, is an important part of this course to clarify ecological concepts. Course Outcome At the end of the course students are expected to

• demonstrate an understanding of the characteristics of various tropical ecosystems and their diversity including ecosystem processes involved.

• understand and be able to apply theoretical knowledge to hands-on fieldwork with practices in the field.

Text Book and References

1. Osborne, P. L. 2000. Tropical Ecosystems and Ecological Concepts. Cambridge University Press.

2. Reading, A. J., Thompson, R.D. and Millington, A. C. 1995. Humid Tropical Environments. Blackwell Publishers Ltd.

3. Longman, K. A. & Jenik, J. 1990. Tropical forest and its environment. John Wiley & Sons.

4. Payne, A. I. 1986. The ecology of tropical lakes & rivers. 5. UNDP Malaysia 2006. Malaysia’s peat swamp forests: Conservation and

Sustainable use. BZT 211/3: Invertebrate Zoology This course will discuss numerous aspects of Invertebrate Zoology, namely on classification and phylogeny, species evolution, invertebrates diversity, structure, adaptation, function and physiology in order to survive in various environments. Several

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phyla will be discussed, including Protozoa, Porifera, Coelenterata, Nematoda, Platyhelminthes, Mollusca, Echinodermata and Annelida. Course Outcome At the end of the course, the students are expected to:

• To be able to understand the phylogeny of invertebrates. • To be able to differentiate the different groups of invertebrate animals. • To be able to understand the diversity, evolution, function and adaptation of

invertebrates. • To be able to understand the classification of invertebrates such as Protozoa,

Porifera, Cnidaria, Nematoda, Platyhelminthes, Mollusca, Echiinodermata, Arthropoda and Annelida.

Text Book and References

1. Cleveland Hickman, Larry Roberts, Susan Keen, Allan Larson, Helen I’ Anson and David Eisenhour. (2007). Integrated Principles of Zoology. McGraw-Hill Science, New York, USA.

2. Jordan, E.L., and Verma, P.S., (2006). Invertebrate Zoology, (14th Edition). S. Chand & Company, New Delhi, India.

BZT 212/3: Vertebrate Zoology The course will discuss Hemichordata and Protochordata and their relationships with the Vertebrates. Characters and success of various vertebrate (ie Agnatha, Placoderma, Ostracoderm, Chondrichthyes, Osteichthyes, Amphibians, Reptiles, Birds and Mammals) will be discussed with reference to vertebrate Paleontology and modern structure. The main focus will be on adaptation, anatomy, structure, functional homology and life cycles. Adaptive radiation and success shown by various groups of vertebrates will be presented and compared with the present-day fauna. Course Outcome At the end of the course, the students are expected to:

• To be able to understand the historical background, pioneering scientists, and earliest principles of the vertebrate zoology.

• To be able to understand the different group of vertebrate animals. • To be able to understand the diversity, evolution, function, adaptation and

conservation of vertebrate animals. • To be able to deliver effective scientific essay on vertebrate zoology.

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Text Book and References

1. Kenneth Kardong (2005). Vertebrates: Comparative Anatomy, Function, Evolution 4th Edition. Tata McGraw Hill, New York, USA.

2. Harvey F. Pough, Christine M. Janis & John B. Heiser (2008). Vertebrate Life. (8th Edition). Benjamin Cummings, San Francisco, USA.

3. Cleveland Hickman, Larry Roberts, Susan Keen, Allan Larson, Helen I'Anson and David Eisenhour. (2007). Integrated Principles of Zoology. McGraw-Hill Science, New York, USA.

BZT 214/3: Animal Physiology This course centers on the mechanisms which underlie the functioning of the main physiological systems in Vertebrates. Emphasis will be placed on the functional characteristics of the respiratory, circulation, excretion, nervous and reproductive systems and their control. Course Outcome At the end of the course, the students are expected to:

• To be able to understand the basic concept of animal physiology. • To be able to understand the mechanisms and the different functioning of the

main physiological systems in animals. • To be able to understand the functional characteristics of respiratory,

homeostatis, excretion, circulation, nervous and reproductive systems in animals.

Text Book and References

1. Christopher D. Moyes & Patricia M. Schulte. 2006. Principles of animal physiology. Pearson Benjamin Cummings, San Francisco, USA.

2. Knut Schmidt-Nielsen (1997). Animal Physiology: Adaptation and Environment Cambridge University Press, London, UK.

3. Roger Eckert & David Randall (1988). Animal Physiology: Mechanisms and Adaptations. W.H. Freeman & Company, New York, USA.

BBT 301/3: Plant Genetics This course will discuss plant genetics in detail. Topics that will be taught include genetics in pollination, floral types, breeding; inheritance mechanisms (nuclear and cytoplasmic); changes in chromosome numbers and its advantage in plant breeding. Course Outcome At the end of the course, the students are expected to:

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• To be able to understand advanced Mendelian and non Mendelian genetics, and

application of Mendelian genetic in agriculture. • To be able to understand the types of plant breeding system, to know the types

of plant breeding system, toknow molecular basis of inheritance. • To be able to understand the chromosome behavior in euploid and aneuploid, to

know the biology of eukaryotic genes and RNA processing, and to know the mobile genetic elements and its consequences after transposition and to map gene based on two and three factor linkage analysis.

• To be able to describe factors that are required for the Hardy-Weinberg equilibrium to apply and those that violates the equilibrium, to describe factors that contributes towards phenotipic variance.

• To be able to differentiate the structure and features of the three plant genomes. Text Book and References

1. Fairbanks DJ and WR Andersen (1999). Genetics: The Continuity of Life. Brooks /Cole Publishing Company.

2. Gatehouse AMR, VA Hilder and D Boulter (1992). Plant Genetic Manipulation for Crop Protection. CAB International.

3. Klug WS and Cummings MR (1997). Concepts of Genetics (5th Edition). Prentice Hall.

4. Weaver, RF and PW Hendrick (1997). Genetics (3rd Edition). Wm. C. Brown Publishers.

BBT 302/3: Economic Botany This course will discuss the relationship between plants and man, the origins of agriculture and the influence of plants on the history, economy and culture of man. Important plant groups from the point of view of economy, products and use will also be taught. These will include aspects of plant diseases and their consideration concerning world problems about plant usage, food source and the future of plants. Evolution of cereal plants such as rice, maize and wheat; centre of origin and Vavilor's theory about economic plants are included. Student will be introduced to plant genetic resources; namely erosion of plant genetic resource variability and plant conservation. The green revolution and problems of food sources will be discussed. Course Outcome At the end of the course, the students are expected to:

• To be able to understand the basic and applied concept of economic botany. • To be able to understand the importance of plant to the history and culture of

human and their importance. • To be able to understand the importance of various plant groups, products,

diseases and genetic resources.

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• To be equip with knowledge on the relationship between plant, economy and human.

Text Book and References

1. Simpson, B.B. & Ogorzaly, M.C. (2001). Economic Botany: Plants in our world. 3rd. edition. McGraw_Hill, New York, USA.

2. Pandey, B.P. (1978). Economic Botany. 7th.edition. S.Chand & Company Ltd. New Delhi.

3. Hill. A.F (1952). Economic Botany. McGraw_Hill. New New York, USA. 4. William, C.N.(1975). The Agronomy of Major tropical crops. Oxford University

Press. London, UK.

BBT 304/3: Plant Tissue Culture

This course will give a comprehensive overview on various aspects of tissue cultures. Topics will include: History in tissue culture development. Tissue culture scientific terms. Tissue culture laboratory. Tissue culture medium. Aseptic culture technique. Growth and morphogenesis. Microreproduction. Orchid reproduction method. Development of disease free plant. Haploid culture. Protoplast culture, somatic hibridisation and transformation. Germplasm storage. Course Outcome At the end of the course, the students are expected to:

• To be able to understand the various plant tissue culture techniques and requirements of setting up a tissue culture laboratory.

• To be able to understand sterilization techniques, the formulation of tissue culture media and in-vitro propagation of plants.

• To be able to understand the production of secondary metabolites using plant cell suspension culture techniques.

• To be able to understand the protoplast fusion for production of new hybrids.

Text Book and References

1. David A. Evan, William R. Sharp, Philip V. Ammirato and Yasuyuki Yamada (1983) Handbook of Plant Cell Culture Vol. 1 and Vol II. Macmillan Publishing Co. New York, USA.

2. Debergh P.C. and Zimmerman R.H. (1991) Micropropagation Technology and Application. Kluwer Academic Publishers, the Netherlands.

3. Dixon, R.A. (1987) Plant Cell Culture a Practical Approach. Information Printing, Oxford, UK.

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BST 312/3: Conservation Ecology and Natural Resources The course will emphasize on basic conservation ecology on all species and natural ecosystem of the world in general and focus will be given for Malaysia. Specific examples will be discussed. Discussion on endangered species and ecosystems, including factors involved in the process. Roles of natural conservation areas and national parks for species and natural ecosystem conservation will also be discussed. Aspects on species or ecosystem protection under conservation acts and regulations and conservation strategic action plan at Malaysian and global levels will be discussed. Course Outcome Upon completion of this course, students are able to:

• Understand the important aspects of conservation ecology. • Understand the important and more critically the wise use of world natural

resources. • Understand the ecosystem protection under conservation acts and regulations. • Understand the strategic action plan at Malaysian and global levels in term of

the sustainability of natural resources.

Text Book and References

1. Cox, G. W. (1997). Conservation Biology. (2nd ed). Wm. C. Brown Publishers, Dubuque, Iowa.

2. Kiew, R. (1991) (editor). The state of nature conservation in Malaysia. Malayan Nature Society.

3. Sasekumar, A., Marshall, N. & MacIntosh, D. J. (1994). Ecology and conservation of Southeast Asian marine and freshwater environments including wetlands. Kluwer Academic Publishers

4. Van Dyke, F. (2003). Conservation Biology. McGraw Hill, New York, USA. BZT 311/3: Biology of Vertebrate Pest Animals This course will discuss on numerous factors which allow classes of vertebrates to live as pest populations and various steps taken to control them, namely physical, chemical, mechanical and biological controlling methods as well as reduction of their source of food and regulatory control measures. Within the context of chemical control, aspects of action, toxicity, physiology and pesticide technology as well as its effect on environment and magnification will be discussed. Combinations of two or more methods of control to manage vertebrate pests, and the best possible approach and its effects on the ecological, environmental and economical aspects will also be discussed. Course Outcome At the end of the course, the students are expected to:

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• To be able to understand the factors which enable various group of vertebrates to survive as pest animals.

• To be able to understand the importance of vertebrate pest in the urban, agricultural and secondary growth areas.

• To be able to understand the different approach in the control of vertebrate pest. • To be able to deliver effective scientific report and presentation. Text Book and References

1. Gary W. Bennett, John M. Owens, Robert M. Corrigan (1997). Truman's

scientific guide to pest control operations. Purdue University, Cleveland, USA. 2. C.Y. Lee (2003). Urban pest control. A Malaysian Perspective. USM Pulau

Pinang, Malaysia. 3. Dubock, A. C. (1984). Proceedings of a conference on: The Organisation and

Practice of Vertebrate Pest Control: 30 August-3 September 1982 Elvetham Hall, Hampshire, England. Imperial Chemical Industries, Haslemere, UK.

KIMIA KTT 111/3 Kimia Takorganik I Kursus ini akan memperkenalkan topik-topik asas kimia: stoikiometri, struktur atom, kimia nukleus, jadual berkala, pengikatan dan sifat-sifat jirim. Hasil Pembelajaran Pelajar akan dapat memperoleh pengetahuan asas tentang kimia takorganik termasuk stoikiometri, jadual berkala, struktur atom, pengikatan dalam molekul dan kimia nuklear asas. Buku Teks dan Rujukan 1. J.E.Brady, F.Senese and N.D.Jespersen, Chemistry, 5th Edition, John Wiley and

Sons, New York (2009). 2. K.W. Whitten, R.E. Davis, M.L. Peck and G.G. Stanley, General Chemistry, 7th

Edition, Brooks /Cole - Thomson Learning, Belmont, USA. (2004). 3. S.S.Martin, Chemistry - The Molecular Nature of Matter and Change, 5th Edition,

McGraw-Hill Companies, Inc (2009). 4. R.Chang, Chemistry, 8th Edition, McGraw-Hill, Singapore (2005) KOT 121/3 Kimia Organik I Struktur elektron dan pengikatan. Asid dan bes. Pengenalan sebatian organik: tatanama dan perwakilan struktur. Tindak balas alkana, alkena, alkuna dan diena. Stereokimia: susunan atom dalam ruang, stereokimia tindak balas penambahan. Ketaksetempatan elektron dan resonans. Tindak balas pada karbon sp3: penukargantian nukleofilik

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terhadap alkil halida, penyingkiran daripada alkil halida dan sebatian organik lain yang mempunyai kumpulan keluar selain halogen. Struktur, sintesis dan tindak balas alkohol. Hasil Pembelajaran Pelajar akan dapat memperoleh pengetahuan asas tentang kimia organik permulaan termasuk struktur dan sifat kimia organik, struktur dan stereokimia alkana, tindakbalas, stereokimia, alkil halida (penyingkiran dan penukargantian nukleofilik), struktur, sintesis, dan tindak balas alkena, alkuna dan alkohol. Buku Teks dan Rujukan 1. L.G, Wade, Organic Chemistry, 6th Edition, Pearson Education Inc. (2006). 2. P.Y.Bruice, Organic Chemistry, 4th Edition, Prentice Hall (2004). 3. T.W. Solomons and C. Fryhle, Organic Chemistry, 7th Edition, Wiley & Sons

(2000). 4. J.G.Smith, Organic Chemistry, 2nd. Edition, McGraw Hill (2008). KFT 131/3 Kimia Fizik I Sifat gas: hukum gas, persamaan van der Waals, teori kinetik gas, prinsip keadaan bersepadanan, teori kinetik gas, taburan Maxwell-Boltzman, efusi, pembauran, kelikatan dan kekonduksian terma. Kinetik kimia: hukum kadar, kesan suhu, kaedah eksperimen, tindak balas kompleks, Hukum termodinamik pertama: kerja, haba, tenaga, perubahan entalpi, muatan haba, proses isoterma dan adiabatik, proses berbalik dan tak berbalik. Termokimia. Hasil Pembelajaran Pelajar akan dapat memperoleh pengetahuan asas tentang kimia fizik merangkumi gas, teori kinetik gas, pelanggaran molekul, fenomena pengangkutan gas, kimia kinetik dan termodinamik kimia. Buku Teks dan Rujukan 1. I.N. Levine, Physical Chemistry, 6th Edition, McGraw Hill International Ed. (2009). 2. R.J. Silbey, R.A. Alberty and M.G. Bawendi, Physical Chemistry, 4th Edition, John

Wiley & Sons (2005). 3. P.W. Atkins, Physical Chemistry, 7th Edition, Oxford University Press (2002). 4. J. Laider, J.H. Meiser and B.C. Sanctuary, Physical Chemistry, 4th Edition,

Houghton Mifflin Co. (2003).

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KAT 141/3 Kimia Analisis I Perhitungan stoikiometri, pengolahan statistik data, konsep am keseimbangan, analisis gravimetri, keseimbangan asid-bes, pentitratan asid-bes, pentitratan kompleksometri, pentitratan tindak balas pemendakan, sel-sel elektrokimia dan pentitratan redoks. Hasil Pembelajaran Pelajar akan dapat memperoleh pengetahuan asas tentang ungkapan kepekatan, pengolahan statistik data analitikal, keseimbangan kimia, keseimbangan asid - bes dan pentitratan, kesimbangan kompleksometri dan pentitratan, analisis gravimetri dan pentitratan pemendakan, keseimbangan redoks dan pentitratan. Buku Teks dan Rujukan 1. G.D. Christian, Analytical Chemistry, 6th Edition, John Wiley & Sons (2004). 2. D.A. Skoog, D.M. West and F.J. Holler, Analytical Chemistry: An Introduction

Saunders College Publishing (2000). KUT 101/2 Amali Kimia I Eksperimen-eksperimen diambil daripada buku oleh J. H. Nelson and K. C. Kemp, Laboratory Experiments for Chemistry: The Central Science, 10th Edition, Pearson Prentice Hall (2006). Hasil Pembelajaran Pelajar akan dapat memahami cara untuk menjalankan eksperimen asas yang meliputi kimia analisis dan kimia takorganik. KUT 102/2 Amali Kimia II Eksperimen-eksperimen diambil daripada buku oleh J. H. Nelson and K. C. Kemp, Laboratory Experiments for Chemistry: The Central Science, 10th Edition, Pearson Prentice Hall (2006). Hasil Pembelajaran Pelajar akan dapat memahami cara untuk menjalankan eksperimen asas yang meliputi kimia fizik dan kimia organik. KAT 244/3 Kaedah Pemisahan B / KAT 141 Pengekstrakan pelarut. Pengekstrakan fasa pepejal. Prinsip-prinsip umum kromatografi. Kromatografi gas. Kromatografi cecair prestasi tinggi: kromatografi sekatan, penjerapan, ion dan kromatografi penyisihan saiz (gel). Kromatografi planar: lapisan nipis dan kertas. Elektroforesis rerambut. Kaedah-kaedah khas.

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Hasil Pembelajaran Pelajar akan dapat memahami prinsip asas dan teori teknik pemisahan: penyediaan sampel, kromatografi gas dan cecair. Buku Teks dan Rujukan 1. G.D. Christian, Analytical Chemistry, 6th Edition, John Wiley & Sons (2004). 2. D.A. Skoog, F.J. Holler and S.R. Crouch, Principles of Instrumental Analysis, 6th

Edition, Thomson Brooks/Cole (2007). KTT 212/3 Kimia Takorganik II B / KTT 111 Pengenalan kimia kompleks logam peralihan dan koordinatan. Struktur, keisomeran dan tatanama, pemalar pembentukan bagi kompleks logam peralihan, penyediaan sebatian koordinatan dan spektroskopi, teori pengikatan dalam pembentukan kompleks logam peralihan, pengenalan tentang tindak balas mekanisme dan aplikasi kompleks logam peralihan dalam kimia organologam dan biotakorganik. Hasil Pembelajaran Pelajar akan dapat: 1. Memahami aspek asas kimia koordinatan dan perkembangan unsur blok - d atau

logam peralihan. 2. Mengaplikasikan pengetahuan tentang kompleks logam peralihan dalam bidang

organo-logam dan bio-takorganik.

Buku Teks dan Rujukan 1. C.E. Housecroft and A.G. Sharpe, Inorganic Chemistry, 2nd Edition, Pearson

Education Limited (2005). 2. (a) F.A. Cotton and G. Wilkinson, Basic Inorganic Chemistry, John Wiley, New

York (1976). (b) F.A.Cotton, G. Wilkinson and P.L.Gaus, Basic Inorganic Chemistry, 3rd

Edition, John Wiley & Sons, Inc. (1995). 3. P.W. Shriver, Atkins and C.H. Langford, Coordination Chemistry, Oxford

University Press pages 192-226 and pages 434-494 (1990). 4. F.A.Cotton, G. Wilkinson, A. Murillo and M.Bochmann, Advanced Inorganic

Chemistry, 6th. Edition (1999). KOT 222/3 Kimia Organik II B / KOT 121 Pengenalpastian sebatian organik: spektrometri jisim, spektroskopi inframerah, ultralembayung/nampak dan NMR. Struktur, sintesis, dan tindakbalas eter, epoksida, keton dan aldehid. Sebatian aromatik: kearomatikan, tindak balas benzena dan terbitannya.

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Hasil Pembelajaran Pelajar akan dapat: 1. Memahami kimia alkohol dan eter. 2. Memahami kimia kumpulan berfungsi. 3. Memahami kimia sebatian aromatik dan tindakbalasnya. 4. Mengaplikasikan kaedah spektroskopik bagi penentuan struktur. Buku Teks dan Rujukan 1. L.G, Wade, Organic Chemistry, 6th Edition, Pearson Education Inc. (2006). 2. P.Y.Bruice, Organic Chemistry, 4th Edition, Prentice Hall (2004). 3. T.W. Solomons and C. Fryhle, Organic Chemistry, 7th Edition, Wiley & Sons

(2000). 4. J.G.Smith, Organic Chemistry, 2nd. Edition, McGraw Hill (2008). 

KFT 232/3 Kimia Fizik II B / KFT 131 Hukum-hukum termodinamik tertib pertama, kedua dan ketiga, kerja, haba dan tenaga, perubahan entalpi, kapasiti haba, perkembangan adiabatik, entropi, Gibbs dan tenaga Helmholtz, keupayaan kimia, fugasiti, sistem terbuka dan perubahan komposisi. Perubahan keadaan: transformasi fizik bagi bahan tulen dan campuran. Gambarajah fasa, kestabilan fasa, persamaan Clapeyron, kuantiti molar separa, termodinamik pencampuran, sifat-sifat larutan, keaktifan, gambarajah fasa untuk sistem dua dan tiga komponen. Elektrokimia: Teori Debye-Huckel, sel elektrokimia, keupayaan elektrod dan termodinamik sel. Hasil Pembelajaran Pelajar akan dapat memahami: 1. Asal kespontanan bagi perubahan kimia dan fizik. 2. Hukum kedua dan hukum ketiga termodinamik. 3. Penghuraian termodinamik bagi percampuran. 4. Prinsip dan penggunaan bagi saling tindakan ion dan sistem elektrokimia Buku Teks dan Rujukan 1. A.J. Silbey, R.A. Alberty and M.G. Bawendi, Physical Chemistry, 4th Edition, John

Wiley & Sons (2005). 2. P.W. Atkins, Physical Chemistry, 6th Edition, Oxford University Press (2001). 3. I.N. Levine, Physical Chemistry, 5th Edition, McGraw-Hill International Ed. (2002). 4. J. Laider, J.H. Meiser and B.C. Sanctuary, Physical Chemistry, 4th Edition,

Houghton Mifflin Co. (2003).

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KTE 311/3 Tajuk-Tajuk Terpilih dalam Kimia Takorganik KTT 212(s) Kimia sebatian gugusan kumpulan utama, kompleks gugusan logam peralihan, halogen, sebatian fosforus-nitrogen, dan organosilikon akan dibincangkan dan ditekankan. Beberapa topik dalam bidang organologam, mekanisme tindak balas dan perkembangan dalam kimia takorganik akan dibincangkan. Hasil Pembelajaran Pelajar akan dapat memahami: 1. Sebatian kluster, sebatian sangkar dan kompleks kluster logam peralihan dan sifat

kimia -fiziknya. 2. Kimia halogen dan unsur kumpulan 15. Buku Teks dan Rujukan 1. C.E. Housecroft and A.G. Sharpe, Inorganic Chemistry, 1st Edition, part of Chapter

2, pages 62-68 and Chapter 14, pages 315-350, Prentice Hall, England (2001). 2. C. Eaborn, Organosilicon Chemistry, Butterworth Publication Limited, Chapters: 1 -

4 (1960). 3. Ch. Elschenbroich and A. Salzer, Organometallics: A concise Introduction. 2nd Ed.

Published by VCH. Chapter 8 (1992). KIE 356/3 Kimia Makanan dan Minyak Sawit Karbohidrat: Pengelasan, pengenalpastian struktur, kegunaan dieteri, komponen dalam makanan. Tindak balas termasuklah hidrolisis, pendehidratan dan degredasi terma, dan penerangan fungsi dalam makanan. Protein: Pengenalan, sifat fizik-kimia, sifat am, tindak balas kimia dan interaksi amino asid dan protein. Pendenaturan protein, sifat penfungsian protein. Minyak dan lemak: Penjenisan, komposisi, sifat-sifat fizik dan kimia, kawalan mutu, kestabilan, pengoksidaan dan bahan antipengoksidaan, pemprosesan dan teknologi minyak makan. Perisa: Analisis dan pengenalpastian bahan-bahan perisa: struktur kimia dan mutu organoleptik, penghasilan beberapa bahan perasa tipikal (vanilin, sakarin dll). Aditif makanan: Perbincangan meliputi peranan asid, bes, garam, agen pengkelat, agen antimikrob dan jenis-jenis pemanis. Bahan penstabil fasa pengteksruran. Struktur dan komposisi minyak kelapa sawit. Sifat kimia minyak kelapa sawit serta komponen bukan-lipidnya. Sifat fizik minyak kelapa sawit. Teknologi minyak kelapa sawit. Tren penyelidikan dalam kimia dan teknologi kelapa sawit. Eksperimen amali mengenai pengawalan mutu bagi minyak kelapa sawit. Hasil Pembelajaran Pelajar akan dapat memahami tentang sumber dan jenis makanan serta Kimia kelapa sawit. Pelajar juga akan memperoleh kemahiran analisis makanan dan minyak masak.

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Buku Teks dan Rujukan 1. Food Chemistry, 2nd Edition, Edited by Owen R. Fennma Marcel Dekker, Inc.

(1985). 2. L. W. Aurang and A. E. Woods, Food Chemistry, AVI (1973). 3. W. Heimann, Fundamentals of Food Chemistry, AVI (1980). 4. I.D. Gerard, Introductory Food Chemistry, AVI (1976). 5. F.A. Lee, Basic Food Chemistry, AVI (1975). 6. N.N. Potter, Food Science, 3rd Edition, Kluwer Academic Publishing (1978). FIZIK ZCA 101/4 Fizik I (Mekanik) Unit dan dimensi. Kinematik satu dan dua dimensi. Vektor dalam Fizik. Hukum Newton dan aplikasinya. Kerja dan tenaga kinetik. Tenaga keupayaan dan daya konservatif. Gerakan harmonik mudah. Kegravitian, graviti, gerakan planet. Sistem terlanjut, momen inersia. Momentum sudut, dinamik putaran, bandul majmuk. Jasad tegar, keseimbangan, ilmu statik. Kekenyalan, tegasan, terikan dan kilasan. Modulus Young, modulus ricih dan pukal. Pembengkokan alang, momen pembengkokan. Pemampatan bendalir. Tegangan permukaan, hidrostatik. Kelikatan, kelikatkenyalan. Hidrodinamik, persamaan keselanjaran, persamaan Bernoulli, Persamaan Poiseuille. Pengaliran gelora, pengendapan dan seratan.

Penghasilan Kursus:

Pelajar akan memahami prinsip-prinsip asas mekanik yang diajar dalam isi kandungan kursus; dan mereka diharapkan boleh mengaplikasikannya dalam penyelesaian masalah mudah yang melibatkan prinsip-prinsip asas mekanik dan hukum-hukum asas fizik

Buku Rujukan: 1. Serway, R.A. & Jewett, J.W. Principles of Physics (7th Ed.)

Brooks/Cole, 2008 2. Halliday, D. & Resnick, R. Walker, J. Fundamentals of

Physics Extended (8th Ed.), John Wiley & Sons, 2008. ZCA 102/4 Fizik II (Keelektrikan dan Kemagnetan) Hukum Coulomb, keamatan elektrik. Hukum Gauss, fluks elektrik. Keupayaan dan keamatan elektrik bagi cas titik, dwikutub dan taburan cas. Kapasitans, dielektrik, tenaga tersimpan. Arus, rintangan, hukum Ohm, hukum Kirchhoff. Pandangan mikroskopik bagi arus. Litar arus terus RC. Medan magnet, hukum Ampere, hukum Biot-Savart. Hukum Faraday, hukum Lenz. Induktans, tenaga tersimpan. Litar arus terus RL. Arus ulang-alik, kuasa elektrik, litar RCL. Daya pada arus dan cas yang bergerak. Persamaan Lorentz, kesan Hall.

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Bahan dielektrik, momen dwikutub, pengkutuban elektrik. Kerintangan bahan, kesan suhu. Gelombang elektromagnet, spektrum elektromagnet. Vektor medan magnet dan medan elektrik. Arus sesaran Maxwell, persamaan Maxwell. Penghasilan Kursus: Selepas tamat kursus ini, pelajar sepatutnya memahami dan mampu untuk menggunakan pelbagai konsep dan teori yang telah dibincangkan di dalam kelas.

Buku Teks: 1. Raymond A.Serway & John W. Jewett (2003), Principles of Physics, 6th Edition, Brooks/Cole-Thomson Learning.

Buku Rujukan: 2. D. Halliday, R. Resnick, J. Walker (2001), Fundamentals of

Physics, 6th

edition, John Wiley & Sons. 3. H.D. Young, R.A. Freedman (1996). University Physics, 9th

Edition, Addison Wesley. ZCA 110/4 Kalkulus dan Aljabar Linear Kalkulus: Set, nombor nyata, nombor nisbah dan nombor kompleks. Hubungan, fungsi, graf-graf hubungan dan fungsi. Jujukan dan siri, ujian penumpuan, had fungsi dan sifat had, keselanjaran, teorem nilai pertengahan. Teknik pembezaan, pembezaan tersirat, terbitan peringkat lebih tinggi, maksimum dan minimum (teori dan penggunaan), teorem Rolle, petua L’Hopital, penggunaan terbitan, Teknik pengkamiran, kamiran takwajar, teorem asasi, panjang lengkungan. Fungsi-fungsi membulat dan songsang-songsang mereka, fungsi logaritma dan eksponen, fungsi-fungsi hiperbola dan songsangannya. Matriks dan Penentu: Algebra matriks, penentu, sifat penentu, matriks songsang, sistem persamaan. Ruang vektor, asas dan dimensi, transformasi linear.

Penghasilan Kursus: Selepas habis kursus ini, pelajar akan jadi lebih cerdik dalam bahasa matematik yang diperlukan untuk beberapa applikasi dalam fizik dan juga lebih bersedia untuk kursus-kursus matematik maju.

Buku Teks: 1. George B. Thomas, Maurice D. Weir, Joel Hass and Frank R. Giordano, Thomas Calculus, (11th Edition) Addison-Wesley Publishing (2005)

2. Frank Ayres, Schaum's Outline of Theory and Problems of

Matrices, (SI Metric Edition) McGraw-Hill (1974). Buku Rujukan: 1. Howard Anton, Irl Bivens, and Stephen Davis, Calculus, (7th

Edition) John Wiley and Sons (2002)

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2. Seymour Lipschutz and Marc Lipson, Schaum's Outline of

Linear Algebra, (3rd International Edition) McGraw-Hill (2001).

3. James Stewart, Calculus, (5th Edition) Thomson

Brooks/Cole (2003) SINOPSIS KURSUS-KURSUS TERAS FIZIK ZCT 103/3 Fizik III (Getaran, Gelombang dan Optik) Persamaan gerakan harmonik mudah, gerakan terlembab dan gerakan paksaan. Susutan logritma, masa santaian, resonans dan faktor Q. Ayunan berganding. Gelombang melintang dan membujur. Persamaan gelombang dan penyelesaian. Pantulan dan hantaran di sempadan. Gelombang pegun. Superposisi gelombang. Halaju fasa, halaju kumpulan. Sebaran gelombang. Spektrum gelombang elektromagnet. Gelombang elektromagnet satahan dalam vakum. Gelombang cahaya perambatan, amplitud dan keamatan. Halaju, kesan Doppler. Interferen, celahan dubel Young, interferometer Michelson. Pantulan berbilang, filem tipis, gelangan Newton dan interferometer Fabry-Perot. Belauan dan parutan belauan Penyebaran, formula Cauchy. Pengkutuban, sudut Brewster. Punca cahaya dan pengesan cahaya. Penghasilan Kursus: Kursus ini dapat menambah ilmu dan kefahaman pelajar mengenai fizik asas bagi getaran, gelombang dan optik dan pelajar dapat menyelesaikan masalah berkaitan topik-topik yang telah mereka pelajari.

Buku Rujukan: 1. Serway, R.A. & Jewett, J.W. Physics for Scientists and Engineers with Modern Physics (6th Ed.), Thomson, 2006.

2. Pain, H.J. The Physics of Vibration and Waves (6th. Ed.),

John Wiley & Sons, 2005. 3. Lee, B.S. Getaran dan Gelombang, USM, 1989. 4. Jenkins, F.A. & White, H.E. Fundamentals of Optics

(4th Ed.), McGraw-Hill, 2001 5. Chatar Singh. Optik , USM, 1991. 6. Hecht E. Optics, Addison-Wesley, 2001.

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ZCT 104/3 Fizik IV (Fizik Moden) Kerelatifan khas: Rangka-rangka rujukan, ketakvarianan dinamik Newton, Transformasi Galileo, ketakvarianan bagi hukum-hukum lain. Eksperimen Michelson-Morley. Postulat kerelatifan khas. Transformasi Lorentz. Kinematik dan dinamik kerelatifan. Formula Einstein. Pengenalan idea-idea moden dalam Fizik. Pancaran jasad hitam, hukum Planck. Kesan fotoelektrik, kesan Compton, Sinar-X. Kedualan zarah-gelombang, gelombang de Broglie. Model-model atom yang lama. Penyerakan-alfa, model Rutherford. Teori. Kuantum lama dan model atom Bohr. Paras tenaga atom dan spektra atom. Pengujaan dan eksperimen Franck-Hertz. Prinsip sepadanan Bohr. Penghasilan Kursus: (i) Memahami perkembangan sejarah teori kerelatifan and teori kuantum. (ii) Memahami idea-idea asas dalam teori kerelatifan dan teori kuantum. (iii) Memahami perbezaan konsep di antara fizik moden dan fizik klasik dalam

pemodelan hukum-hukum fizik. (iv) Bersedia untuk mengikuti kursus kuantum mekanik yang lebih maju.

Buku Rujukan: 1. Concepts of Modern Physics, 6th ed. by Athur Beiser,

McGraw-Hill (2002). 2. Modern Physics, 2nd ed., by Kenneth Krane, John Wiley &

Sons (1995) 3. Modern Physics, 3rd ed., by Serway, Moses and Moyer,

Thomson (2005). ZCT 106/3 Elektronik I Analisis litar. Litar arus ulangalik. Teorem Thevenin dan Teorem Norton. Ciri-ciri diod dan kegunaannya dalam litar, litar rektifikasi. Litar memproses isyarat. Transistor Dwikutub dan Transistor Kesan Medan, ciri-ciri input dan pengumpul. Amplifier kuasa dan amplifier gandingan, amplifikasi, pengherotan dan sambutan frekuensi. Amplifier syarat kecil dan parameter hibrid. Teori suap balik positif dan negatif. Litar Pengayun. Amplifier pengoperasi dan penggunaannya. Prasyarat: (S) ZCA 102/4 Fizik II (Keelektrikan dan Kemagnetan) Penghasilan Kursus:

Kursus ini memperkenalkan pelajar kepada konsep asas dan komponen digunakan dalam litar elektronik dan aplikasi-nya. Pelajar mesti membangunkan pengetahuan prinsip asas fizik dan kejuruteraan elektrik dan menggunakan konsep abstrak kepada problem sebenar. Selepas kursus ini, pelajar mesti tunjukkan kebolehan membelajar kursus maju bagi elektronik dan “ cope easily” dengan “ continuous learning curve” bagi aplikasi dalam industri.

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ZCT 191/2 Amali Fizik I Mengandungi sebilangan eksperimen yang terpilih.

Penghasilan Kursus: Selepas mengikuti kursus ini, diharapkan para pelajar dapat mengukuhkan kefahaman terhadap konsep-konsep asas fizik, mahir mengendalikan alat-alat di dalam makmal dan berupaya menulis laporan makmal yang baik.

ZCT 192/2 Amali Fizik II Mengandungi sebilangan eksperimen yang terpilih. Prasyarat: (S) ZCT 191/2 Amali Fizik I Penghasilan Kursus: Selepas mengikuti kursus ini, diharapkan para pelajar dapat mengukuhkan kefahaman terhadap konsep-konsep asas fizik, mahir mengendalikan alat-alat di dalam makmal dan berupaya menulis laporan makmal yang baik.

Buku Rujukan:

1. Smith R.J. & Dorf R.C. Circuits Devices and Systems ( 5th ed. ) John Wiley & Sons ( 1992 )

2. Brophy J.J. Basic Electronics for Scientists ( 5th ed ) McGraw-Hill

(1990) 3. Boylestad R.L. & Nashelsky L. Electronic Devices and Circuit Theory

( 8th ed. ) Prentice-Hall ( 2002) 4. Brophy J.J. Elektronik Asas untuk Ahli Sains ( 4th ed. ) McGraw-Hill

( Terjemahan oleh Chong Chon Sing, Penerbit USM, 1990 )

Buku Rujukan:

1. Ellis, John G., 1978 Safety and Laboratory Practice, Macmillan, UK.

2. Kelsey, Charles A. 1983, Radiation Safety for Laboratory Technicians,

Warren H. Green, St. Louis. 3. Isenberg C. 1985 Physics Experiments and Projects for Students,

Newman-Hemisphere, London. 4. Wilson, Jerry D. 2005 Physics Laboratory Experiments, Houghton

Mifflin, Boston.

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ZCT 205/3 Mekanik Kuantum Perkembangan mekanik kuantum: Gambaran Schrodinger dan gambaran Heisenberg. Persamaan Schrodinger. Fungsi-fungsi gelombang. Kebarangkalian. Kuantiti terukurkan. Operator dan nilai jangkaan. Keadaan mantap. Eigen-fungsi dan Eigen-nilai. Zarah dalam kotak. Pengayun harmonik. Penembusan batasan. Soal medan memusat. Atom hidrogen. Prasyarat: (S) ZCT 104/3 Fizik IV (Fizik Moden) Penghasilan Kursus: Setelah mengambil kursus ini, pelajar akan memahami konsep-konsep asas tentang Mekanik Kuantum tak-relativistik melalui pendekatan gelombang. Tambahan pula, pelajar patut mempunyai keupayaan menyelesaikan masalah sederhana mekanik kuantum secara matematik.

Buku Rujukan:

1. Zettili, N. Quantum Mechanics: Concepts and Applications, John Wiley, 2001

2. Liboff R.L. Introductory Quantum Mechanics, Addison Wesley, 2002 3. Beiser, A. Concepts of Modern Physics. 2002 Edition (Paperback),

McGraw-Hill. 4. Elmer E. Anderson. Modern Physics and Quantum Mechanics, W.B.

Saunders Co. Terjemahan BM oleh Abdul Latiff Awang, Penerbitan Universiti Sains Malaysia dan Dewan Bahasa dan Pustaka, Kementerian Pendidikan Malaysia, Kuala Lumpur, 1992.

5. Yap Ber Chin dan Kang Chin Seng, JIF 414 – Modul 1 dan Modul 2

Pengenalan Ilmu Kuantum Mekanik, Terbitan Pertama PPLK, 1986, Unit Percetakan Pusat Universiti Sains Malaysia.

Buku Rujukan:

1. Ellis, John G., 1978 Safety and Laboratory Practice, Macmillan, UK.

2. Kelsey, Charles A. 1983, Radiation Safety for Laboratory Technicians,

Warren H. Green, St. Louis. 3. Isenberg C. 1985 Physics Experiments and Projects for Students,

Newman-Hemisphere, London. 4. Wilson, Jerry D. 2005 Physics Laboratory Experiments, Houghton

Mifflin, Boston.

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ZCT 206/3 Elektronik II Sistem nombor dan kod, penambahan nombor penduaan, perenambelasan, dan pelengkapdua. Unsur logik asas, Aljabar Boolean, Theorem de Morgan, dan analisis litar logik. Rekabentuk bagi litar logik gabungan; peminimunan, peta Karnaugh, keadaan tak peduli, pengekod, penyahkod, pemultiplek dan penyahmultiplek. Unsur logik jujukan; asas-asas flip-flop, Flip-flop SR, JK, D, dan T. Flip-flop bermasa. Sistem logik jujukan; jenis-jenis alatdaftar dan pembilang. Jujukan denyut, pembilang segerak dan tak segerak serta penggunaannya. Unit aritmetik; pencampur dan penolak. Rekabentuk bagi sistem logik jujukan; gambarajah keadaan, jadual kebenaran, dan gambarajah pemasa. Perkembangan suatu jadual pengujaan, rekabentuk litar, rekabentuk daripada gambarajah masa. Contoh dan penggunaan litar logik; sistem ingatan, ROM, RAM, penyahkod ingatan, dan binaan asas sistem mikropemproses. Kursus meliputi pendedahan kepada latihan praktik dalam eksperimen-eksperimen tertentu bagi mengukuhkan pemahaman teori seperti: Eksperimen get-get logik, flip-flop, unit arithmetik, rekabentuk alatdaftar dan pembilang. Prasyarat: (S) ZCT 106/3 Elektronik I Penghasilan Kursus: Pelajar mesti dapat memahami semua konsep asas digital,daripada logik transistor kepada alatdaftar dan pembilang. Pelajar diharapkan mampu menganalisis sehingga sistem logik bergabung lapan bit, dan mereka bentuk sekurang-kurangnya pembilang empat bit.

Buku Rujukan: 1. Thomas L. Flyod Digital Fundamentals (8th. Ed.), Printice Hall, International Edition, 2003.

2. Alan B. Marcovitz Introduction to Logic Design, McGraw-Hill,

International Edition, 2002. ZCT 207/2 Mekanik Statistik Sifat-sifat sistem makroskopik dan sistem mikroskopik. Konsep kebarangkalian dan penilaian keadaan. Postulat asas kebarangkalian “a priori” sama. Ensembel mikrokanonik. Takrif suhu mutlak dan entropy. Ensembel kanonik. Statistik gas kuantum unggul, statistik Maxwell-Boltzmann, statistik Bose-Einstein, statistik Fermi-Dirac. Aplikasi statistik kuantum: haba tentu pepejal, sinaran jasad hitam, dan konduksian electron dalam logam. Prasyarat: (S) ZCT 212/2 Termodinamik

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Penghasilan Kursus:

Selepas habis kursus ini, pelajar akan berkebolehan untuk menerbitkan formula-formula yang penting bagi sesuatu sistem fizik, iaitu fungsi pemetakan, tenaga purata, haba tentu dan sebagainya, seperti yang dibincangkan dalam kuliah.

Buku Teks: 1. Mandl, F. Statistical Physics (2nd Ed.), John Wiley, 1988. Buku Rujukan: 1. Bowley R. and Sanchez M., Introductory Statistical Mechanics

(2nd Ed.), Oxford Science Publications, 1999. 2. Reichl L.E., A Modern Course in Statistical Physics (2nd Ed.),

John Wiley, 1998. ZCT 210/4 Analisis Kompleks dan Persamaan Pembezaan Analisis kompleks: Pembolehubah kompleks, algebra, fungsi kompleks. Pembezaan fungsi kompleks; syarat Cauchy-Riemann, fungsi analitik, titik singular, siri kuasa bagi fungsi analitik, siri Taylor. Pengkamiran: Teorem kamiran Cauchy. Formula kamiran Cauchy. Sifar dan singularan, Siri Laurent. Kalkulus reja. Persamaan pembezaan: Persamaan pembezaan linear biasa tertib pertama dan kedua yang bermotivasikan fizik, kaedah penyelesaian. Persamaan tak homogen: Kaedah penyelesaian. Persamaan pembezaan dalam fizik: Kaedah Penyelesaian; siri kuasa, kaedah Frobenius. Prasyarat: (S) MAA 101/4 Kalkulus atau (S) ZCA 110/4 Kalkulus dan Aljabar Linear Penghasilan Kursus: Selepas habis kursus ini, pelajar akan berkebolehan untuk menyelesaikan sebarang persamaan pembezaan biasa peringkat pertama dan persamaan pembezaan biasa peringkat kedua linear, dan menilaikan sebarang kamiran kompleks yang wujud dalam masalah-masalah fizik dengan menggunakan teknik-teknik yang sesuai seperti yang telah dibincangkan dalam kuliah.

Buku Teks: 1. Kreyszig, E. Advanced Engineering Mathematics (8th Ed.), John Wiley, 1999.

Buku Rujukan: 1. Arfken, G.B. and Weber H.J., Mathematical Methods for

Physicists (4th. Ed.), Academic Press, 2000. 2. Boas M.L., Mathematical Methods in Physical Science (2nd

Ed.), John Wiley, 1983.

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3. Nagle, R.K. and Saff E.B. , Fundamentals of Differential

Egns of Boundary Value Problems, Addison-Wiley Publishing Company, 1996.

ZCT 211/2 Analisis Vektor Algebra vektor: Takrif, medan skalar dan medan vektor, cara perwakilan geometri, cara algebraan, vektor unit, cara transformasi. Gabungan vektor: Pencampuran, pendaraban. Kalkulus vektor: Pembezaan skalar, pembezaan terhadap masa. Kecerunan, kecapahan, dan keikalan vektor. Contoh fizik Pembezaan berturut-turut: Laplacean, D'Alembertian. Contoh fizik. Pengkamiran vektor: Kamiran garis, permukaan, isipadu. Teorem Gauss. Teorem Stokes. Penggunaan fizik: Teori keupayaan, keupayaan skalar, keupayaan vektor. Sistem koordinat: Descartes, sistem lengkung-linear, silinderan, sferaan. Pembezaan dan pengkamiran. Penggunaan dalam Fizik; posisi, halaju dan pecutan, persamaan gelombang bagi

~~&HE dalam keelektrikan dan kemagnetan

Prasyarat: (S) MAA 101/4 Kalkulus atau (S) ZCA 110/4 Kalkulus dan Aljabar Linear Penghasilan Kursus:

Selepas mengikuti kursus ini, pelajar sepatutnya memahami konsep vektor. Ini menyediakan asas yang kukuh untuk pelajar yang akan mengambil kursus-kursus dalam bidang mekanik, aerodinamik, teori elektomagnetik dan bidang lain yang kaedah vektor selalu digunakan.

Buku Rujukan: 1. Arfken, G.B. and Weber H.J., Mathematical Methods for

Physicists (4th. Ed.), Academic Press, 2000. 2. Kreyszig, E. Advanced Engineering Mathematics (7th Ed.),

John Wiley 1993. 3. Greenberg, M.D. Advanced Engineering Mathematics,

Prentice Hall, 1988. 4. Spiegel, M.R. Theory and Problems of Vector Analysis and

an Introduction to Tensor Analysis, McGraw-Hill, Inc., 1981.

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ZCT 212/2 Termodinamik Sistem termodinamik yang mudah, persamaan keadaan, kerja, haba, hukum termodinamik pertama, tenaga dalam, hasil-hasil dari hukum pertama, gas unggul, kitaran Carnot, enjin haba dan peti sejuk. Hukum termodinamik kedua, akibat hukum kedua, entropi, proses tak boleh dibalikkan. Gabungan hukum pertama dan kedua, gambarajah T-S, fungsi dan perhubungan termodinamik, persamaan Maxwell, persamaan Clausius Clapeyron, Persamaan TdS. Prasyarat: (S) ZCA 102/4 Fizik II (Keelektrikan dan Kemagnetan) Penghasilan Kursus:

Apabila pelajar telah mengikuti kursus ini sepenuhnya, dia sepatutnya boleh: 1. Menerangkan konsep suhu dan haba serta fenomena fizikal lain yang berkaitan

dengan pemindahan haba dan perubahan suhu; 2. Nyatakan hukum termodinamik sifar, pertama dan kedua dan menerangkan

maksud sebutan yang berkaitan untuk setiap hukum serta dapat membincangkan akibat-akibat dari hukum ini dalam proses termodinamik;

3. Menjelaskan maksud muatan haba dan muatan haba tertentu sesuatu bahan; 4. Memahami prinsip asas operasi enjin haba dan pam haba; kecekapan dan pekali

prestasi yang berkenaan; 5. Menjelaskan semua proses yang berlaku dalam kitaran carnot; 6. Menghitung perubahan entropi untuk proses berbalik dan tak berbalik; 7. Menggabungkan hukum pertama dan kedua bagi mendapatkan beberapa

hubungan penting termodinamik; 8. Menerangkan keperluan fungsi termodinamik tertentu seperti fungsi helmholtz

dan gibbs; 9. Mengaplikasikan persamaan maxwell, clausius-clapeyron, tds dan lain-lain

dalam menyelesaikan sistem termodinamik yang rumit.

Buku Rujukan: 1. Zemansky, M.W. & Dittman, R.H. Heat & Thermodynamics, McGraw-Hill, 1997.

2. Schroeder, D.V. An Introduction to Thermal Physics, Addison

Wesley Longman, 1999.

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3. Carter, A.H. , Classical and Statistical Thermodynamics,

Prentica Hall, 2001. 4. Sears, F.W. & Salinger, G.L. Thermodynamics, Kinetic

Theory and Statistical Thermodynamics, Addison-Wesley, 1986.

ZCT 213/2 Optik Pengutuban. Pengutuban satahan, pengutuban bulat. Pemantulan dan penghantaran gelombang electromagnet di sempadan. Keaktifan optik. Kesan Kerr dan kesan Faraday, teori sebaran. Belauan. Persamaan Fresnel-Kirchhoff. Belauan Fraunhofer bagi celahan tunggal, bukaan segiempat tepat dan bukaan bulat. Parutan belauan serta sifatnya. Belauan Fresnel bagi bukaan bulat. Lingkaran Cornu dan Kamiran Fresnel. Kepingan zon. Belauan Fresnel bagi pinggir lurus dan bukaan segiempat. Prasyarat: (P) ZCT 103/3 Fizik III (Getaran, Gelombang dan Optik) Penghasilan Kursus:

Setelah mengikuti kursus ini, pelajar sepatutnya dapat memahami fenomena yang dipamerkan oleh gelombang cahaya, dan prinsip-prinsip mengenainya yang termasuk pengkutuban, keaktifan optik, sebaran, dan belauan medan jauh (Fraunhofer) dan medan dekat (Fresnel).

Buku Rujukan: 1. Pedrotti, F.L., Pedrotti, L.S., Introduction to Optics (2nd Ed.), Prentice Hall, 1993

2. Hecht, E., Optics (4th. Ed.), Addison-Wesley, 2001. 3. Subrahmanyam, N., Brij Lal, Avadhanulu, M.N., A textbook

of Optics, S. Chand & Company Ltd., 2006 ZCT 218/3 Kaedah Matematik Persamaan Pembezaan Separa: Konsep asas. Masalah nilai sempadan, persamaan Transformasi kamiran: Sifat-sifat umum. Transformasi Laplace – sifat-sifat umum dan kegunaan untuk menyelesaikan masalah Fizik. Transformasi Fourier – sifat-sifat umum dan kegunaan untuk menyelesaikan masalah Fizik. Fungsi-fungsi khas: Gamma, Bessel, Legendre Legendre Bersekutu. Analisis Fourier: Pengembangan fungsi dalam sebutan fungsi sinus dan kosinus, sifat-sifat umum, contoh dalam Fizik

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Persamaan pembezaan separa: Masalah nilai eigen sturmn-Lioville, Persamaan haba, gelombang dan Laplace – penyelesaian dengan kaedah pembolehubah terpisahkan. Prasyarat: (S) ZCT 210/4 Analisis Kompleks dan Persamaan Pembezaan (S) ZCT 211/2 Analisis Vektor Penghasilan Kursus: Pada penghujung semester, adalah diharapkan yang pelajar-pelajar dapat:

1. Menyelesaikan persamaan-persamaan Laplace, haba dan gelombang

menggunakan kaedah pembolehubah terpisahkan, termasuk menyatakan jawapan-jawapan dalam sebutan fungsi sine dan cosine.

2. Menentukan transformasi Laplace dan Fourier bagi sesuatu fungsi.

Buku Rujukan: 1. Kreyszig, E. Advanced Engineering Mathematics (9th Ed.) John Wiley, 2006.

2. Peter V. O’Neil, Advanced Engineering Mathematics, 5th

edition, Brooks/Cole, 2003. 3. Arfken, G. Mathematical Methods for Physicists (3rd

Ed.), Academic Press, 2000. ZCT 293/2 Amali Fizik III Mengandungi sebilangan eksperimen yang terpilih. Prasyarat: (S) ZCT 192/2 Amali Fizik II Penghasilan Kursus:

Pelajar akan lebih memahami topik-topik yang berkaitan yang diajar dalam kuliah mereka. ZCT 304/3 Keelektrikan dan Kemagnetan Ulangkaji analisis vektor, kalkulus vektor, teorem-teorem asas, koordinat lengkung linear, dan fungsi Dirac Delta. Hukum Coulomb. Medan elektrik, E. Kecapahan E. Hukum Gauss. Keikalan E. Kecerunan E dan keupayaan elektrik, V. Dwikutub elektrik. Persamaan Poisson dan Laplace. Medan elektrostatik di medium dielektrik. Hukum Gauss bagi dielektrik. Vektor sesaran. Pengkutuban. Kerentanan dan pemalar dielektrik. Syarat-syarat sempadan. Tenaga Keupayaan bagi medium dielektrik.

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Medan magnet. Hukum Biot-Savart. Kecapahan B. Vektor potential/keupayaan magnet A. Keikalan B. Hukum litar Ampere. Dwikutub Magnet. Aruhan electromagnet. Hukum induktans Faraday. Bahan magnet. Syarat-syarat sempadan. Persamaan-persamaan Maxwell. Pengkutuban/polarisasi medan elektrik. Teorem Poynting. Syarat-syarat sempadan electromagnet. Perambatan gelombang di ruang bebas. Perambatan gelombang di bahantara. Prasyarat: (P) ZCA 102/4 Fizik II (Keelektrikan dan Kemagnetan) (S) ZCT 210/4 Analisis Kompleks dan Persamaan Pembezaan (S) ZCT 211/2 Analisis Vektor Penghasilan Kursus:

Pada akhir kursus, para pelajar diharapkan telah memahami konsep-konsep dan teori-teori keelekrikan dan kemagnetan pada peringkat tinggi dan dapat mengaplikasikannya di dalam menyelesaikan masalah. Buku Teks: 1. David J. Griffith. Introduction to Electrodynamics. Third

Edition. Prentice Hall, New Jersey U.S.A. 1999. Buku Rujukan: 1. Reitz, J.R., Milford, F.J. & Christy R.W. Foundations of

Electromagnetic Theory (4th Ed.), Addison-Wesley Publishing Co., 1992

2. Lorrain, P. Electromagnetic Fields and Waves (2nd Ed.),

W.H. Freeman Co., 2003. ZCT 307/3 Fizik Keadaan Pepejal I Struktur hablur, pengkelasan ikatan atomik bagi hablur. Pembelauan, kekisi resiprokal, zon Brillouin. Getaran kekisi, lengkungan sebaran. Haba tentu - model Einstein dan model Debye. Teori elektron bebas bagi logam, kekonduksian elektrik, muatan haba gas elektron. Teori jalur bagi pepejal, model Kronig-Penney, lubang, jisim berkesan. Semikonduktor: intrinsik dan ekstrinsik. Kepekatan pembawa. Kekonduksian bendasing, kesan Hall. Sifat-sifat optik: proses-proses penyerapan, eksiton, fotokonduktiviti. Prasyarat: (C) ZCT 207/2 Mekanik Statistik Penghasilan Kursus:

Pelajar mestilah mampu memahami kenapa hablur pepejal yang berlainan mempunyai tabii yang berbeza manakala sesetengahnya bertabii serupa. Kenapa mereka ini berbeza dari pepejal bukan hablur. Pelajar mestilah telah lebih bersedia mengambil Kursus Fizik Keadaan Pepejal ZCT 317/3.

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Buku Teks: 1. Kittel, C. Introduction to Solid State Physics (8th Ed,), John Wiley

& Sons, 2005.

2. Sohail, A. K. Essentials of Solid State Physics (Under process).

Buku Rujukan:

1. Ashcroft, N.W. and Merimim, N. D. Solid State Physics, Holt, Rinehart and Winston. 1976.

2. Blakemore, J.S. Solid State Physics, Cambridge University Press, 1987).

3. Omar, M.A. Elementary Solid State Physics, Addison Wesley, 1993.

ZCT 294/2 Amali Fizik IV Mengandungi sebilangan eksperimen yang terpilih. Prasyarat: (S) ZCT 293/2 Amali Fizik III Penghasilan Kursus: Pelajar akan lebih memahami topik-topik yang berkaitan yang diajar dalam kuliah mereka. ZCT 317/3 Fizik Keadaan Pepejal II Fonon, penyerakan neutron, kekonduksian terma, kesan tak harmonik. Jalur tenaga elektron dalam pepejal, permukaan Fermi. Dinamik elektron dalam medan magnet, resonans siklotron, kesan Hall. Superkonduktiviti. Sifat-sifat dielektrik dan optik. Feroelektrik. Sifat-sifat magnetik. Sifat-sifat bahan amorfus. Prasyarat: (S) ZCT 307/3 Fizik Keadaan Pepejal I Penghasilan Kursus: Pelajar mestilah mampu mengendalikan masalah-masalah asas yang berkaitan dengan Fizik Keadaan Pepejal. Pelajar mestilah di dalam keadaan di mana beliau boleh memahami ciri-ciri hablur pepejal, semikonduktor logam dan penebat. Pelajar mestilah mampu membuat perhubungan di antara struktur dan ciri-ciri. Kursus ini sedia menjadi loncatan kepada kursus yang lebih tinggi.

Buku Teks: 1. Kittel, C. Introduction to Solid State Physics (8th Ed,), John Wiley & Sons, 2005.

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2. Sohail A. Khan Essentials of Solid State Physics (Under process).

Buku Rujukan: 1. Ashcroft, N.W. and Merimim, N. D. Solid State Physics, Holt, Rinehart and Winston.

2. Blakemore, J.S. Solid State Physics, Cambridge University Press, 1987.

3. Omar, M.A. Elementary Solid State Physics, Addison Wesley, 1993.

ZCT 390/6 Projek Fizik Tulen (dua semester) Projek/Eksperimen-eksperimen bidang tumpuan. Prasyarat: (S) ZCT 294/2 Amali Fizik IV Penghasilan Kursus: Pada akhir kursus, para pelajar diharapkan telah mengetahui bagaimana untuk memulakan dan menjalankan projek penyelidikan di dalam bidang fizik; dan mereka telah mempelajari bagaimana menulis tesis. SINOPSIS KURSUS-KURSUS ELEKTIF FIZIK ZCE 208/2 Mekanik Klasik Kalkulus vektor dan kinematik. Gerakan zarah, sistem zarah, hukum keabadian serta contoh di dalam mekanik Newton seperti gerakan merintang, daya pusat, persamaan roket dan lain-lain. Gerakan di dalam sistem rujukan tak inersia, Daya Coriolis. Mekanik analitik: Kalkulus variasi, persamaan Euler. Prinsip Hamilton dan dinamik Lagrange dan Hamilton. Koordinat teritlak. Persamaan Lagrange. Koordinat terabaikan. Pendarab Lagrange. Persamaan kanonik Hamilton. Prasyarat: (P) ZCA 101/4 Fizik I (Mekanik) (S) ZCT 210/4 Analisis Kompleks dan Persamaan Pembezaan (S) ZCT 211/2 Analisis Vektor

Penghasilan Kursus: Kursus ini memperlengkapi pelajar dengan teknik matematik baru secara supaya peralihan dari mekanik klasik ke mekanik quantum dapat diperolehi dengan kaedah yang kurang rumit.

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Buku Teks: 1. Stephen T. Thornton And Jerry B. Marion, Classical Dynamics Of Particles And Systems (5th Edition), Harcourt College Publishers, 2004.

2. Murray R. Spiegel, Schaum's Outline Series: Theory And

Problems Of Theoretical Mechanics, (SI [Metric] Edition), McGraw-Hill Book Company, 1982.

Buku Rujukan:

1. G.R. Fowles, Analytical Mechanics (6th Edition), Saunders College Publishing, 1999.

2. Herbert Goldstein, Charles Poole, and John Safko, Classical

Mechanics (3rd Edition), Addison Wesley, 2002. ZCE 341/4 Kajian Tenaga Tenaga diperbaharui dan jenis-jenis tenaga diperbaharui. Sumber-sumber tenaga diperbaharui. Tenaga dari matahari. Pengenalan kepada Biotenaga. Biojisim sebagai sumber bahanapi. Jenis-jenis biojisim. Proses-proses pertukaran biojisim kepada tenaga: pembakaran terus, gasifikasi, fermentasi dan pirolisis. Produk utama setiap proses pertukaran tenaga: haba, bio-gas, alkohol dan minyak bio. Evolusi pengeluaran dan kedapatan tenaga suria. Jenis-jenis teknologi kuasa suriaPrinsip-prinsip operasi sel suria. Bahan dan prosesan sambutan sel suria silikon. Tumpuan cahaya matahari. Susunatur sel suria. Perlindungan susunatur dan pengesanan kegagalan. Pengsyaratan kuasa. Simpanan tenaga dan sambungan ke grid. Ekonomi kuasa fotovolta. Pengertian kepada kuasa angin. Bagaimana mesin angin berfungsi. Pengeluaran kuasa angin. Pengenalan kepada kuasa geoterma. Jenis-jenis sumber geoterma, penjanaan elektrik dari tenaga geoterma. Pengertian kuasa hidro. Bagaimana sistem kuasa hidro berfungsi. Kebaikan dan kelemahan kuasa hidro. Bacaan. Prasyarat: (S) ZCT 106/3 Elektronik I Penghasilan Kursus:

Selepas tamat kursus ini, pelajar seharusnya memahami perbezaan di antara sumber tenaga diperbaharui dengan tenaga bukan diperbaharui dan juga mampu membincangkan peranan tenaga diperbaharui sebagai tenaga alternatif. Pelajar-pelajar juga seharusnya memahami penggunaan yang mungkin bagi sumber tenaga diperbaharui terutama melibatkan persekitaran dan keperluan bagi perkembangan yang seimbang.

Buku Rujukan: 1. Martin A.Green, Solar Cells-Operating Principles

Technology, Prentice Hall, 2000. 2. Twidell J.W. , Renewable Energy Resources, Spon Press,

2000.

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3. Weider,S.)., An Introduction to Solar Energy for Scientists

and Engineers, John Wiley, 1982. 4. Carl W. Hall, Biomass A An Alternative Fuel, Government

Institutes, 1981. 5. Charles Y. Wereko-Brobby and Essel B. Hagen, Biomass

Conversion and Technology, John Woleh & Sons, 1996. ZAE 282/3 Sains Bahan Struktur: Struktur dan kecacatan hablur, gambarajah fasa, transformasif fasa, peresapan canggaan bahan, mekanisme penguatan dan mikrostruktur, kakisan dan pengoksidaan. Bahan: Besi, keluli dan aloi ferus, logam dan aloi bukan ferus, polimer, seramik, komposit. Sifat: Sifat-sifat fizik bagi bahan-bahan. Prasyarat: (C) ZCT 212/2 Termodinamik.

Penghasilan Kursus:

Pelajar akan mempunyai kefahaman asas tentang bahan-bahan dan ciri-ciri dan aplikasi bahan-bahan tersebut. Pelajar akan juga memahami kekangan kelakuan dan kebolehan bahan-bahan.

Buku Rujukan: 1. Callister, W.D. Jr. Materials Science and Engineering: An Introduction (6th Ed.), John Wiley & Sons, 2003.

2. Askeland, D.R & Phule, P.P. The Science and Engineering of

Materials (5th Ed.), Thomson, 2006. 3. Van Vlack, L.H. Elements of Materials Science and

Engineering (6th Ed.), Addison-Wesley Publishing Co., Reading MA, 1989.

ZCE 275/4 Pengantar Astronomi Mekanik samawi. Pengukuran waktu. Matahari dan Sistem Suria. Struktur alam semesta. Alatan astronomi. Lain-lain astronomi. Amali. Teori: Sfera samawi, Sistem kordinat samawi, Mekanik samawi, Efermeris, Carta bintang. Masa, Pengukuran Waktu, Sistem-sistem Kalendar, Teleskop Optik, Tunggangan teleskop. Teleskop penjejak. Matahari, Peredaran Matahari, Struktur Matahari, Pengaruh Matahari di Bumi. Sistem suria. Gerhana. Struktur Alam Semesta. Bintang-Bintang. Proses Kejadian Bintang. Rajah H-R. Kerdil Putih. Pulsar. Lohong

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Hitam. Galaksi. Bima Sakit. Evolusi Galaksi. Galaksi Aktif, Kosmologi. Astronomi radio. IR, UL, Sinar-X, Sinar gamma.

Amali: Mengenal dan menggunakan teleskop optikal. Mengenal gugusan dan bintang-bintang. Mencerap dan merekod objek-objek di langit. Mencerap Matahari melalui penuras. Membina teleskop mudah.

Mencerap anak bulan. Fotografi astro. Pemprosesan imej. Simulasi langit dan pengiraan kedudukan objek-objek samawi dan lain-lain. Prasyarat: (S) ZCA 110 Kalkulus dan Aljabar Linear atau (S) MAA 101/4 Kalkulus dan MAA 111/4 Aljabar Linear Penghasilan Kursus: Pada akhir kursus pelajar diharapkan dapat memahami astronomi dari perspektif sejarah dan moden, skala dan kandungan alam semesta, bagaimana maklumat dibawa dari jarak yang jauh di alam semesta dan bagaimana ia ditafsirkan bagi memahami proses-proses fizikal padanya, sistem suria, dan pengukuran masa dan posisi objek-objek samawi.

Buku Rujukan: 1. Ostlie, D.A. & Carroll B.W., An Introduction to Modern Astrophysics, Addison Wesley, 1996.

2. Chaisson, E. & McMilan, S., Astronomy Today, 4th Edition,

Prentice Hall, 2002. 3. Roy, A.E. & Clarke, D., Astronomy: Structure of the

Universe, Adam Hilger, 1989. 4. Roy, A.E., & Clarke, D., Astronomy: Principles and

Practices, Adam Hilger, 1988. MATEMATIK MAA 101/4 Kalkulus untuk Pelajar Sains I

Fungsi : Domain, kodomain, julat. fungsi 1-1, fungsi keseluruh. |x|,[x], fungsi nisbah, fungsi transenden (termasuk fungsi hiperbola). Operasi fungsi (termasuk gubahan fungsi). Graf fungsi. Fungsi songsang. Koordinat kutub. Had : Konsep had dan sifat-sifat asas had. Keselanjaran: Konsep keselanjaran fungsi.

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Teorem nilai pertengahan dan teorem ekstremum. Pembezaan: Sifat keterbezakan dan keselanjaran, petua pembezaan, petua rantai. Perwakilan berparameter bagi lengkung, fungsi tersirat dan terbitannya. Teorem Rolle, teorem nilai min. Penggunaan : tangen, normal, maksimum dan minimum, lakaran lengkung,

kadar pertukaran, pembeza, Petua l’ Hôpital, kaedah Newton Raphson. Antiterbitan. Pengamiran : Kamiran tentu sebagai had hasil tambah Riemann Syarat keterkamirkan. Teorem asasi kalkulus. Fungsi eksponen dan fungsi logaritma. Teknik pengamiran dan penggunaan: Pelbagai teknik pengamiran, panjang lengkok, luas, isipadu dan luas permukaaan kisaran, pusat graviti, petua trapezium dan penggunaan dalam biologi, kimia, ekonomi.

Hasil Pembelajaran

Setelah tamat kursus ini, pelajar akan dapat

1. pengetahuan tentang fungsi dan had, dan kaitannya dengan pembezaan dan pengamiran

2. mencari terbitan fungsi dengan menggunakan pelbagai petua pembezaan 3. menilai kamiran fungsi dengan menggunakan pelbagai kaedah kuadratur 4. menggunakan kaedah dalam kalkulus pembeza dan kalkulus kamiran

terhadap masalah dalam sains hayat dan sains fizik.

Buku Rujukan

1. Stewart, J. (2003). Calculus, 5th edition. Thomson’ Brooks/Cole. 2. Thomas, G. B., Weir, M.D., Hass J. and Giordano F. R. (2005). Thomas

Calculus, 11th edition. Pearson Addison-Wesley. 3. Berresford, G.C. and Rocket, A.M. (2004). Brief Applied Calculus, 3rd

edition. Houghton-Mifflin. 4. Tan, S. (2005). Applied Calculus for Managerial, Life and Social Sciences,

6th edition. Thomson Brooks/Cole.

MAA 111/4 Aljabar untuk Pelajar Sains

Matriks: Operasi matriks, operasi baris dan lajur permulaan, matriks permulaan. Bentuk eselon, bentuk eselon terturun. Mengira songsang matriks. Sistem persamaan linear Sistem homogen dan tak homogen. Penghapusan Gauss, penghapusan Gauss-Jordan.

184

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Perwakilan sistem persamaan linear dalam bentuk bxAvv = .

Penyelesaian sistem persamaan linear dengan huraian LU. Penentu: Mengira penentu dengan cara kembangan minor Sifat-sifat penentu. Mengira songsang matriks dengan menggunakan penentu. Petua Cramer.

Ruang vektor nR Konsep bersandar linear, set merentang dan asas, dimensi. Ruang nol, ruang lajur dan ruang baris suatu matriks. Masalah perpenjurukan matriks: Nilai eigen dan vektor eigen. Teorem Cayley-Hamilton. Kaedah perpenjurukan matriks.

Hasil Pembelajaran

Setelah tamat kursus ini, pelajar akan dapat

1. mencari penyelesaian sistem linear secara berkesan dengan menggunakan teori matriks dan mempunyai kefahaman yang kukuh tentang struktur penyelesaian sistem linear

2. menerangkan konsep penting ruang vektor Euklidan n dan transformasi linear pada n

3. menghubungkan di antara konsep keortogonan dengan kaedah kuasa dua terkecil untuk menyelesaikan sistem yang tak konsisten

4. menyelesaikan masalah pempepenjuruan matriks.

Buku Rujukan

1. Anton, H. (2005). Elementary Linear Algebra, 9th edition. John Wiley & Sons.

2. Noble, B. and Daniel, J.W. (1988). Applied Linear Algebra, 3rd edition. Prentice Hall.

3. Edward, C.H., Jr. and Penney, D.E. (1988). Elementary Linear Algebra, Prentice-Hall.

4. Roman, S. (1985). An Introduction to Linear Algebra with Applications, Saunders College Publication.

MAA 161/4 Statistik untuk Pelajar Sains

Perihalan data secara berangka dan secara bergraf. Hukum empirik dan teorem Chebyshev. Pengenalan kebarangkalian: Konsep kebarangkalian, teknik membilang, hukum-hukum kebarangkalian, ketaksandaran, kebarangkalian bersyarat, teorem Bayes. Pembolehubah rawak dan taburan kebarangkaliannya: Taburan diskret – Nilai jangkaan dan varians.

185

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Taburan diskret khas – Bernoulli/binomial, Poisson, hipergeometri. Penghampiran Poisson terhadap taburan binomial. Taburan selanjar – Nilai jangkaan dan varians. Taburan selanjar khas – Taburan seragam, normal, khi kuasa-dua, taburan F. Penghampiran normal terhadap taburan binomial dan Poisson. Taburan pensampelan: Min, kadaran dan varians bagi satu sampel dan dua sampel, penggunaan teorem had memusat. Penganggaran: Penganggaran titik, penganggaran selang bagi min, kadaran dan varians satu sampel dan dua sampel. Pengujian hipotesis: Min, kadaran dan varians satu populasi dan dua populasi. Ujian khi kuasa-dua: Taburan multinomial dan ujian kebagusan penyuaian, jadual kontigensi – ujian ketaksandaran dan ujian kehomogenan. Ujian berdasarkan taburan binomial: Ujian tanda dan ujian Cox-Stuart. Ujian berdasarkan pangkat: Ujian pangkat bertanda Wilcoxon dan ujian Mann-Whitney. Ujian larian: Wald Wolfowitz, ujian tepat Fisher, ujian pantas Tukey, ujian McNemar. Hasil Pembelajaran Setelah tamat kursus ini, pelajar akan dapat 1. memahami dengan jelas konsep asas statistik seperti kebarangkalian dan

pembolehubah rawak 2. membezakan di antara pembolehubah rawak diskret dan pembolehubah

selanjar dan menggunakannya secara yang bersesuaian 3. membuat pentaabiran statistik untuk parameter populasi berdasarkan

statistik sampel 4. mengenal pasti kaedah berparameter dan kaedah tak berparameter yang

sesuai untuk membuat pentaabiran statistik.

Buku Rujukan

1. Freund, J. (2003). “Modern Elementary Statistics”, Prentice Hall. 2. McClave & Sincich, T. (2006). “Statistics”, Prentice Hall. 3. Prem, S.M. (2005). “Introductory Statistics”, J. Wiley. 4. Freund, J.E. & Perles, B.M. (1999). “Statistics: A First Course”, Prentice

Hall.

MAA 102/4 Kalkulus untuk Pelajar Sains II

Jujukan dan siri nombor: Teorem penumpuan ekanada bagi jujukan.

Penumpuan dan pencapahan siri, ujian sebutan ke-n, ujian kamiran, ujian bandingan, ujian nisbah, ujian untuk siri selang seli.

Polinomial Taylor:

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Penganggaran fungsi dengan baki. Siri kuasa: Siri Taylor dan siri Maclaurin, jejari dan selang penumpuan. Kamiran tak wajar. Fungsi beberapa pembolehubah:

Terbitan separa, terbitan berarah, petua rantai. Persamaan pembezaan:

Persamaan pembezaan peringkat pertama dan teknik-teknik penyelesaian, penggunaan dalam ekonomi, biologi dan kimia.

Hasil Pembelajaran

Setelah tamat kursus ini, pelajar akan dapat

1. menentukan penumpuan jujukan, siri, siri kuasa dan kamiran tak wajar 2. memilih dan menggunakan ujian yang sesuai untuk menentukan

penumpuan siri 3. mencari terbitan separa menggunakan petua rantai, terbitan berarah dan

penggunaannya 4. menilai kamiran ganda dua dalam koordinat kartesian dan koordinat kutub 5. menggunakan kaedah dalam persamaan pembezaan peringkat pertama

untuk masalah sains hayat dan sains fizik.

Buku Rujukan

1. Stewart, J. (2003). Calculus, 5th edition. Thomson, Brooks/Cole. 2. Strauss, M.J., Bradley, G.L. and Smith, K.J. (2002). Calculus, 3rd edition.

Prentice-Hall. 3. Weir, M.D., Hass, J. and Giordano, F. R. (2005). Thomas’ Calculus, 11th

edition. Pearson Addison Wesley.

MAT 122/4 Persamaan Pembezaan I

Persamaan pembezaan biasa: Takrif, jenis linear dan tak linear, homogen dan tak homogen, darjah dan peringkat.

Teorem-teorem mudah mengenai kewujudan serta keunikan penyelesaian. Persamaan peringkat pertama: Pengenalan kepada teknik-teknik penyelesaian

yang piawai. Persamaan peringkat kedua dengan pekali malar: Kaedah piawai untuk

persamaan homogen dan takhomogen. Teknik berangka Euler dan Heun, analisis ringkas mengenai ralat: persamaan

peringkat pertama sahaja. Penyelesaian berbentuk siri kuasa: untuk kes titik biasa sahaja. Sistem persamaan pembezaan peringkat pertama: pengenalan. Penggunaan: ekonomi, ekologi, dan lain-lain. Perisian: penggunaan perisian standard seperti MATLAB digalakkan jika masa

dan tempat mengizinkan.

187

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Hasil Pembelajaran

Setelah tamat kursus ini, pelajar akan dapat 1. memahami konsep asasi dan teori persamaan pembezaan dan dapat

menggunakan prosedur persamaan pembezaan dalam konsep rutin dan tak rutin

2. memilih dan menggunakan strategi dan teknik persamaan pembezaan yang sesuai

3. menunjukkan kefahaman terhadap penggunaan pemodelan persamaan pembezaan yang sesuai

4. memperoleh kemahiran pengiraan yang perlu untuk memahami masalah penggunaan

5. memperoleh kemahiran penaakulan kuantitatif, kefahaman konsep dan berkomunikasi secara efektif, dalam matematik.

Buku Rujukan

1. Edwards, C. H. & Penney, D. E., (2004). Differential Equations and Boundary Value Problems: Computing and Modeling, 3rd edition. Upper Saddle River, NJ: Pearson Education.

2. Zill, D.G. & Cullen, M. R., (2005). Differential Equations with Boundary Value Problems, 6th edition. Toronto:Thomson/Brooks/Cole.

3. Boyce, W.E. & DiPrima, R.C., (2005). Elementary Differential Equations & Boundary Value Problems, 8th edition. Pacific Grove: John Wiley & Sons.

MAT 203/4 Kalkulus Vektor

Vektor: Hasil darab vektor, hasil darab gandaan tiga, vektor tak bersandar linear, vektor geometri analisis.

Fungsi vektor: Lengkung, panjang keluk, vektor bertangen, formula Frenet, kelengkungan, kilasan.

Pembezaan: Had, keselanjaran, terbitan separa, pembezaan, terbitan berarah, tangen, petua rantai, teorem nilai min, teorem Taylor untuk fungsi beberapa pembolehubah, kecapahan, keikalan.

Teorem fungsi songsang, teorem fungsi tersirat, songsang sejagat, satah curvilinear, dan nilai ekstrim. Kamiran: Kamiran berlelar, kamiran berganda, kamiran garis, jejak tak bersandar, teorem Green, kamiran permukaan, teorem kecapahan, teorem Stoke, pertukaran pembolehubah dalam kamiran berganda.

Hasil Pembelajaran Setelah tamat kursus ini, pelajar akan dapat

1. menilai hasil darab skalar, hasil darab vektor, dan hasil darab trirangkap dan kegunaannya dalam memperihal garis dan satah.

2. menganalisis geometri kebezaan lengkung 3-dimensi 3. menilai kecerunan, pencapahan dan keikalan medan skalar dan medan

vektor dalam sebutan koordinat Cartesan, silinder dan sfera

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4. menilai kamiran garis dan kamiran permukaan 5. menyata dan menggunakan teorem Green pada satah, teorem pencapahan

dan teorem Stoke.

Buku Rujukan

1. Colley, S.J. (2005). Vector Calculus, 3rd edition. Pearson Prentice Hall. 2. Matthews, P.C. (1998). Vector Calculus, Springer-Verlag. 3. Marsden, J.E. and Tromba, A.J. (2003) Vector Calculus, W.H. Freeman and

Co. MAT 263/4 Teori Kebarangkalian

Kebarangkalian: Pengembangan aksiom kebarangkalian, konsep saling eksklusif dan ketakbersandaran, kebarangkalian bersyarat, teorem Bayes.

Pembolehubah rawak, fungsi ketumpatan kebarangkalian dan fungsi taburan, jangkaan dan fungsi penjana momen. Ketaksamaan Markov dan ketaksamaan Chebyshev, hukum nombor besar, fungsi taburan pembolehubah rawak.

Beberapa taburan khas: Bernoulli, binomial, Poisson, hipergeometri, binomial negatif, seragam, normal, eksponen, khi-kuasa dua, Gamma, Beta.

Pembolehubah rawak bivariat: Fungsi ketumpatan dan fungsi taburan tercantum, fungsi ketumpatan kebarangkalian bersyarat dan fungsi taburan bersyarat, kovarians, jangkaan bersyarat, ketaksandaran dua pembolehubah, pembolehubah rawak normal bivariat.

Penjelmaan 1-1. Taburan pensampelan: khi-kuasa dua, t dan F. Teorem had memusat.

Hasil Pembelajaran Setelah tamat kursus ini, pelajar akan dapat

1. menakrif kebarangkalian dan membuktikan teorem asas kebarangkalian 2. mencari fungsi ketumpatan kebarangkalian (f.k.k.) dan fungsi taburan (f.t.)

untuk sebarang pembolehubah rawak (p.r.) dan dengan demikian, memperoleh min, varians, fungsi penjana momen dan momen ke-k daripada f.k.k. atau f.t.

3. mengenalpasti masalah harian yang boleh diselesaikan dengan cara menghubungkait dengan p.r. dan ciri-ciri taburannya

4. menyelesai masalah f.k.k. tercantum dan f.t. tercantum serta taburan bersyarat dan momennya dan menentukan kebersandaran di antara dua p.r.

5. memperolehi taburan min dan varians sampel daripada populasi normal dan taburan fungsi dua atau lebih pembolehubah.

Buku Rujukan 1. Hogg, R.V. and Craig, A.T. (1995). Introduction to Mathematical Statistics,

5th edition. Prectice Hall. 2. Hogg, R.V. and Tanis, E.A. (2001). Probability and Statistical Inference,

6th edition. Prectice Hall.

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3. Ross, S. (2006). A First Course in Probability, 7th edition. Pearson Prentice Hall.

MSS 211/4 Aljabar Moden

Set: Subset, kesamaan set, set semesta, set nol, gambarajah Venn, persilangan set, kesatuan set, perbezaan dua set, penggenap set, teorem de Morgan, keluarga set, pasangan tertib, pendaraban set. Hubungan: Set imej, hubungan refleksi, hubungan simetri, hubungan transitif, hubungan kesetaraan, kelas kesetaraan, partisi, kebolehbahagian integer, kongruen, kelas kongruen modulus. Fungsi (takrif sebagai suatu hubungan khas): Pemetaan, fungsi satu ke satu, fungsi keseluruhan, fungsi bijeksi, penggubalan fungsi, fungsi songsang. Operasi dedua (takrif sebagai suatu hubungan khas): Sifat tukar tertib, sifat persekutuan, identiti kanan dan kiri, identiti. Kumpulan: Takrifan bagi kumpulan, kumpulan Abelan, unsur identiti, songsang suatu unsur. Pilihatur: Pilihatur bijeksi suatu set terhingga yang merupakan unsur dalam kumpulan pilihatur, kitaran, transposisi, kitaran tak bercantum, pilihatur ganjil dan genap, kumpulan selang-seli. Subkumpulan: Subkumpulan wajar, subkumpulan remeh, peringkat suatu unsur, kumpulan kitaran, penjana, subkumpulan yang dijana oleh suatu set. Koset dan subkumpulan normal: Peringkat kumpulan, koset kanan dan koset kiri, teorem Lagrange, subkumpulan normal, kumpulan faktor. Homomorfisma: Homomorfisma, isomorfisma, endomorfisma, automorfisma, kernel. Gelanggang: Unsur uniti, unsur sifar, gelanggang tukar tertib, domain integer, pembahagi sifar, gelanggang pembahagian, gelanggang quaternion, subgelanggang, unggulan, gelanggang faktor, homomorfisma dan isomorfisma gelanggang.

Hasil Pembelajaran Setelah tamat kursus ini, pelajar akan dapat

1. membuktikan suatu sistem dedua yang diberi adalah kumpulan atau kumpulan Abelan

2. menggunakan teorem yang sesuai dalam teori kumpulan untuk menyelesaikan masalah berkenaan kumpulan dan unsurnya

3. membentuk kumpulan faktor menggunakan subkumpulan normal suatu kumpulan

4. membuktikan isomorfisma di antara dua kumpulan 5. menyelesaikan masalah asas berkenaan gelanggang.

Buku Rujukan

1. Durbin, J. R. (2005). Modern Algebra, an introduction, John Wiley and Sons, Inc.

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2. Fraleigh, J. B. (1993). A first course in Abstract Algebra, Addison-Wesley Publ. Com.

3. Lim, E. B. and Ng, S. N. (1987). Aljabar Moden, Penerbit USM Pulau Pinang.

MSG 162 Kaedah Statistik Gunaan

Ujian untuk membandingkan beberapa rawatan. Analisis varians: reka bentuk rawak lengkap, kontras ortogon, kaedah beza bererti terkecil, ujian julat berganda Duncan, ujian Tukey, ujian Dunnet untuk membandingkan rawatan dengan satu rawatan kawalan, ujian untuk kesamaan k varians. Analisis varians bagi kes tak seimbang. Reka bentuk blok rawakan, reka bentuk segi empat sama Latin, reka bentuk factorial.

Ujian-ujian berdasarkan taburan binomial: ujian tanda, McNemar, Cox dan Staurt. Ujian median, Fisher dan Cochran bagi jadual kontigensi.

Ujian-ujian yang berdasarkan pangkat: ujian pangkat bertanda Wilcoxon, Ujian lokasi dua sampel: Wilcoxon dan Mann-Whitney. Ujian k-sampel: Kruskall-Waallis, Friedman.

Pekali korelasi: spearman dan Kendall. Ujian cepat: Ujian Wald Wolfwitz.

Hasil Pembelajaran Setelah tamat kursus ini, pelajar akan dapat

1. mengenal pasti reka bentuk ujikaji asas yang berbeza 2. memeriksa andaian model 3. memilih dan menggunakan teknik statistik yang sesuai untuk reka bentuk

ujikaji 4. membezakan di antara ujian berparameter dan ujian tak berparameter 5. menganalisis data untuk model regresi.

Buku Rujukan

1. Montgomery, D.C. (2000). Design and Analysis of Experiments, Wiley. 2. Ott, R.L. and Longnecker, M. (2001). An Introduction to Statistical

Methods and Data Analyis, 5th edition. Duxbury. 3. Seber, G.A.F. and Alan, J.L. (2003). Linear Regression Analysis, Wiley.

MSG 262 Kawalan Mutu

Tujuh alat kawalan mutu: helaian semak/senarai, gambarajah Pareto, histogram, gambarajah sebab-dan-kesan, penstratuman, gambarajah sebaran dan korelasi, graf dan carta kawalan.

Hasil Pembelajaran Setelah tamat kursus ini, pelajar akan dapat

1. menakrif dan menerangkan konsep kualiti, pengurusan kualiti menyeluruh (TQM) dan kawalan kualiti (QC)

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2. menggunakan pengukuran kualiti kuantitatif dan grafik dan alat analisis kualiti

3. menganalisis, menafsir dan menyelesaikan masalah berhubung kualiti 4. bekerja sebagai satu pasukan untuk menyelesaikan isu berhubung kualiti 5. berkomunikasi secara lisan dan dalam bentuk tulisan berkaitan dengan

kualiti. Buku Rujukan

1. Besterfield, D.H. (2004). Quality Control, 7th edition., New Jersey, U.S.A : Pearson Prentice Hall.

2. Montgomery, D.C. (2005). Introduction to Statistical Quality Control, 5th edition. U.S.A : John Wiley & Sons.

3. Oakland, J.S. (1996). Statistical Process Control, 3rd edition. Oxford, U.K. Butterworth-Heinemann

SINOPSIS KURSUS MINOR [20 UNIT] MULTIMEDIA QMT 112/3 Aplikasi Perisian Komputer Kursus ini akan mendedahkan para pelajar kepada kemahiran-kemahiran asas dalam beberapa aplikasi perisian komputer seperti pemprosesan perkataan, hamparan elektronik, pengurusan pangkalan data serta perisian persembahan. Bagi aplikasi pemprosesan perkataan, pelajar akan mempelajari kemahiran menghasilkan dokumen pemprosesan perkataan, cantuman mel dan penerbitan desktop asas, dengan memasukkan elemen-elemen seperti jadual serta grafik. Bagi aplikasi hamparan elektronik, pelajar akan didedahkan dengan kemahiran membina hamparan, membuat pengiraan, menguruskan data dan rekod, menyediakan graf serta aplikasinya dengan perisian lain. Di samping itu, para pelajar juga akan diperkenalkan dengan konsep pengurusan data dan maklumat menggunakan perisian pengkalan data yang sesuai. Para pelajar juga akan mempelajari aplikasi perisian komputer yang melibatkan penghasilan persembahan multimedia, di mana pelajar akan mengeksploitasikan elemen-elemen teks, grafik, audio, video, animasi serta interaktiviti dalam persembahan slaid mereka. Rujukan utama: 1. Mill, S.C. & Robyler, M.D. (2005). Technology Tools for Teachers: A Microsoft

Office Tutorial (2nd Ed.). USA: Prentice Hall. 2. Shelly, G.; Cashman, T.J., Gunter, R.E; Gunter, G.A. (2002) Integrating

technology in the Classroom (3nd ed.) Boston, MA: Thomson Learning. 3. Shelly, G.B.; Cashman, T.J., Vermaat M.E. (2001). Microsoft Office XP:

Introductory Concept and Technique (2nd ed.), Boston, MA: Thomson Learning.

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QMT 212/3 Rekabentuk Instruksi Kursus ini akan memberi kemahiran mengenai cara-cara menyediakan bahan pengajaran. Ia bermula dengan satu tafsiran keperluan dan pelajar diminta membuat satu kajian kecil tentang masalah yang hendak diselesaikan dengan pembangunan bahan multimedia. Dari masalah ini satu topik akan dipilih untuk dibangunkan. Pelajar kemudiannya akan diajar cara-cara untuk membangunkan bahan pengajaran dengan menggunakan model rekabentuk Dick & Carey (1996). Di akhir kursus pelajar akan dapat satu bahan pengajaran yang boleh dibangunkan dengan pelbagai media yang sedia ada.

Rujukan utama: 1. Dick, W., Carey, L., & Carey, J.O. (2001). The Systematic Design of Instruction (5th

Ed.) New York: Addison-Wesley Publ. 2. Ragan, T.J. & Smith, P.L. (2005). Instructional Design (3rd Ed.) New York, NY:

John Wiley & Sons, Inc. 3. Lee, W.W. & Owens, D.L. (2000). Multimedia-Based Instructional Design. San

Francisco, CA: Jossey-Bass Pfeiffer. QMT 213E/3 Digital Audio and Video This course discusses the basic principles and techniques of video production for documentation, teaching, and promotion, and the post-production techniques based on the PC. Topics include scripting and storyboarding, shooting and audio recording techniques using digital equipment, and post-production techniques involving audio and non-linear editing that employ various popular production software. Also discussed are related needs, issues and instructional design techniques to design and develop the audio and video programs into web lessons.

Rujukan utama: 1. Adobe Creative Team (2007). Adobe Premiere Pro CS3: Classroom in a Book.

Berkeley, CA: Peachpit press. 2. Sengstack, J. (2005). Digital Video and DVD Authoring. Indianapolis, IN: SAMS

Publishing. 3. Fries, B. & Fries, M. (2005).Digital Audio Essentials. O’ Reilly Media Inc. QMT 222/4 Grafik 2D, 3D dan Animasi Kursus ini bertujuan untuk meningkatkan pengetahuan dan kemahiran pelajar dalam penggunaan program grafik (iaitu, Adobe Photoshop CS3 dan Adobe Illustrator CS3) dan program animasi (iaitu, Image Ready dan Swift 3D) untuk mereka bentuk imej-imej dari asas ke paras realiti yang tinggi. Imej-imej akan dimanipulasikan dan digabungkan untuk membentuk visual yang baru.

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Rujukan Utama: 1. Adobe Creative Team. (2007). Adobe Photoshop CS3: Classroom in a Book.

Berkeley, CA: Peachpit Press. 2. Adobe Creative Team. (2007). Adobe Illustrator CS3: Classroom in a Book.

Berkeley, CA: Peachpit Press. 3. Electricrain (2007). Swift 3D Tutorial Module. Http://www.erain.com QMT 323E/4 Design and Development of Web Based Instruction This course has been designed to focus on the design principles of web site development. These would include the application of various Internet facilities to cater for areas involving advertisement, commerce, and communication for the private sector. In the field of education this course will emphasize on instructional design, the application of learning theories in the development of Web based courseware as a rich resource for information dissemination. Rujukan utama: 1. Bardzell, J. (2004). Dreamweaver MX 2004with asp, coldfusion, and php:

Trainingform the sourse. Berkeley, CA:Macromedia Press. 2. Khan, B.H. (Ed.) (1997). Web based Instruction. New Jersey: Educational

Technology Publication Englewood Cliffs. 3. Lee, W. W., & Owens, D. L. (2000). Multimedia-based instructional design. San

Francisco: Jossey-Bass Pfeiffer. 4. Rozinah Jamaludin (2007). Internet dalam pendidikan. Pulau Pinang: Penerbit

USM. QMT 324E/3 Multimedia Authoring At the end of this course, the student will be able to design, develop and evaluate multimedia courseware for creating and presenting multimedia interactive information. Basic features that enable the student to develop presentations quickly and easily will be introduced. In addition, advanced features that offer greater authoring control will also be taught. The student will be able to foster a sensory experience for his/her users by incorporating interactions and rich media, such as Macromedia Flash files, MP3 audio, and MPEG movie into the multimedia presentations. Rujukan utama: 1. Jamaluddin Harun & Zaidatun Tasir (2002). Macromedia Authorware 6: Asas

Pembangunan Aplikasi Multimedia Interaktif. Kuala Lumpur. Venton Publishing 2. Stephen, M.Alessi & Stanley, R. Trollip (2001). Multimedia for Learning:

Methods and Development. Boston: Ally and Bacon. 3. Vaughn, T. (2006). Multimedia : making it work. New York: McGraw Hill.

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BAHASA MALAYSIA

HMA 101/4 PENGANTAR BAHASA MALAYSIA Kursus ini bertujuan untuk memperkenalkan beberapa aspek berhubung dengan pengkajian bahasa Malaysia secara ilmiah. Aspek yang dibincangkan merangkumi aspek nahu bahasa Malaysia, iaitu sistem bunyi, sistem binaan kata, sistem binaan ayat dan sistem kajian makna. Pelajar juga akan didedahkan kepada konsep bahasa sebagai sistem komunikasi dan penggunaan bahasa dalam keadaan sebenar. HMT 221/4 FONETIK DAN FONOLOGI BAHASA MALAYSIA Kursus ini bertujuan untuk memperkenalkan dua aspek utama dalam pengkajian sistem bunyi bahasa iaitu aspek penyebutan dan aspek pencerakinan bunyi secara bersistem. Tumpuan akan diberi kepada mencerakinkan bunyi di dalam penyebutan, membuat transkripsi fonetik menggunakan Lambang Fonetik Antarabangsa [International Phonetic Alphabet (IPA)], meneliti proses fonologi di dalam kata dasar dan kata terbitan dan sintaksis dengan menggunakan pendekatan atur rumus dan teori autosegmental. HMT 222/4 SINTAKSIS BAHASA MALAYSIA Kursus ini bertujuan meneliti, menganalisis, dan membincangkan huraian ayat dari segi binaan, fungsi dan makna. Tumpuan utama diberi kepada aspek mengenal, mengetahui, memahami dan menganalisis konsep asas dan beberapa aspek tertentu dalam bidang sintaksis dengan penerapan khusus kepada bahasa Malaysia. Aspek yang diutamakan ialah binaan ayat selapis (tunggal), berlapis (majmuk), ayat penyata, ayat soal, ayat nafi, ayat perintah, ayat aktif/pasif dan seruan. Kursus ini mempunyai matlamat agar pelajar bukan sahaja mendapat pengetahuan tentang sintaksis bahkan juga mendapat kemahiran menganalisis aspek yang berhubung dengan sintaksis serta menerapkannya dalam penggunaan, pengajaran dan penyelidikan bahasa.

HMT 223/4 MORFOLOGI BAHASA MALAYSIA Kursus ini memperkenalkan prinsip mengenal morfem dan penggolongannya. Peristiwa bunyi yang berlaku di peringkat morfologi sehingga menjadi kata terbitan akan dibincangkan. Proses binaan perkataan, sama ada melalui pengimbuhan (awalan, akhiran, apitan, sisipan dan pengimbuhan kemudian), penggandaan, pemaduan ataupun penggabungan serta penggolongan sesuatu perkataan (kata dasar atau kata terbitan) umpamanya kata nama, kata kerja, kata sifat dan kata tugas menjadi perbincangan utama. Hubungan terdekat antara satu perkataan dengan perkataan lain dalam kelompoknya (kelompok kata namaan, kata karyaan, kata sendi namaan dan kata keterangan waktu) juga tidak diabaikan.

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HMT 321/4 SEMANTIK BAHASA MALAYSIA Kursus ini memperkenalkan dan membincangkan konsep asas kajian makna bahasa Malaysia. Antara konsep asas yang dimaksudkan ialah seperti medan semantik, rujukan, penamaan, erti (sense), konsep makna, makna leksikal, makna gramatikal, makna struktural dan makna rujukan. Kursus ini juga akan menghuraikan jenis makna, sebab serta akibat perubahan makna. Logik dan falasi berfikir juga akan diajarkan bagi melihat hubungan makna dengan komunikasi. ENGLISH LANGUAGE STUDIES HEA 101/4 INTRODUCTION TO ENGLISH LANGUAGE STUDIES This foundation course aims to develop and enhance students’ understanding of the four English language skills of speaking, listening, reading and writing as a basis for further study in the university context. Grammar is taught in the course to provide the requisite knowledge needed for proper and accurate language use. The reading and listening skills that are emphasized include skimming, scanning, extracting main ideas from a text and identifying discourse markers for the purpose of understanding the form and organisation of a text. The content for the speaking skill includes accurate pronunciation of vowels and consonants, learning the Phonetic Alphabet and the proper use of stress, rhythm and intonation in speaking English. The writing component includes writing skills such as prewriting techniques, drafting, revising and editing. An integrative approach is adopted in teaching the four skills to promote effective language acquisition and learning. The focus of this course is not only to increase students’ English language proficiency but also to approach language use from the point of view of linguistics. Students will be exposed to basic linguistic knowledge necessary for their language skills development and for further linguistic studies. HET 123/4 A STUDY OF LANGUAGE The primary objective of this course is to provide a broad understanding of human language and of the methods and techniques employed by linguists in arriving at that understanding. This comprehension would require an exploration of the major sub-fields of linguistics such as syntax, phonetics and phonology, semantics, sociolinguistics, to name a few. The course will touch on a wide spectrum of what constitutes language. HET 224/4 STYLE IN CONTEMPORARY LITERATURE IN ENGLISH This course will introduce students to new creative works written in English. It will examine the concerns, interests, experiences and themes represented in the various works by literary artists from different parts of the world, especially non-native speakers of English. The course will explore how local needs, contexts, history, culture and economics can influence creative efforts. A special focus of the course will be the examination of

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different styles of writing, as well as the specific ways in which the English language has been used creatively in different contexts, reflecting different needs and visions. HET 321/4 WRITING FOR PROFESSIONAL PURPOSES This course will introduce students to the different skills associated with different types of Professional Writing. It will focus on the skills involved in letter writing (especially business letters); the creation of a professional Curriculum Vitae (CV) or resume; the skills involved in report writing; and the writing of minutes, bibliographies/references, faxes, and other related business writings. The course is divided into four parts. After the Course Introduction, Part One will focus in detail on the art of effective letter writing, particularly with regard to business letters and correspondence. In Part Two of the course, we will look at Report Writing, and the theories and methodology of creating a successful and professional business report including the construction of bibliographies and references. Part Three will concentrate exclusively on the methods of writing a Curriculum Vitae or CV (resume). In this regard, the course will examine in detail the best ways to create a convincing and "marketable" personal CV. The final part of the course will explore the skills involved in writing minutes, e-mails and other related business matters. HET 322/4 LANGUAGE, POWER AND IDEOLOGY The primary aim of this course is to show the relationship between language, power and ideology, that is connections which may be hidden from people. In this regard, the course attempts to demonstrate how linguistic rules and conventions that are drawn upon in a discourse can embody ideological assumptions, thereby contributing towards the sustenance of existing power relations. It is, therefore, envisaged that this course will help raise and increase awareness of how language can contribute to the domination and oppression of one group or individual over another in their daily social interactions and in various types of discourse. Such an awareness would help one to resist and make changes to this domination via language. Apart from looking at the hidden connections between language, power and ideology, this course will also provide practical procedures for analysing discourse critically. For this purpose, various types of discourse such as news reports, editorials, advertisements, interviews, popular fiction, political speeches and other persuasive discourses will be scrutinized. HXE 308/4 ENGLISH FOR SPECIFIC PURPOSES

The course discusses the definitions, claims, perspectives and the origin and development of ESP. It will focus on the ESP learner, the ESP teacher and ESP methodology and materials. Needs analysis will be discussed in detail as an aspect of course design. The course will also include case studies in ESP materials development.

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SEJARAH

HSA 101/4 PENGANTAR SEJARAH Kursus ini adalah wajib bagi semua pelajar yang berminat untuk major mahupun minor dalam sejarah. Matlamat asas kursus ini ialah untuk memperkenalkan para pelajar kepada pengajian sejarah sebagai satu bidang akademik yang khusus dengan ciri-cirinya yang tersendiri. Tema-tema utama kursus ini merangkumi makna dan skop bidang sejarah, penilaian kritikal terhadap sumber-sumber sejarah, konsep penyebaban dalam sejarah, dan persoalan keobjektifan. Tema-tema berkontroversi dalam sejarah Malaysia dari tempoh pra-penjajahan sehingga masa kini akan dikaji demi memberikan pelajar pemahaman yang lebih mendalam terhadap sejarah sebagai sebuah bidang yang ilmiah.

HSM 116/4 SEJARAH POLITIK MALAYSIA SEHINGGA AWAL ABAD KE-20

Kursus ini menganalisa perkembangan-perkembangan politik di Semenanjung Tanah Melayu dari tempoh Palembang-Srivijaya sehingga tercetusnya Perang Pasifik. Perhatian akan ditumpukan kepada sistem politik tradisional Semenanjung Tanah Melayu, perubahan-perubahan yang telah mengambil tempat dalam sistem tersebut, kedatangan Barat dan kesannya ke atas sistem politik Melayu, pembentukan masyarakat majmuk dan perkembangan nasionalisme pada awal abad ke-20.

HSM 210/3 SEJARAH SOSIO-EKONOMI MALAYSIA

Kursus ini bertujuan mengutarakan pemahaman terhadap perubahan-perubahan dalam ekonomi dan masyarakat Semenanjung Malaysia dan negeri-negeri Malaysia Timur yakni Sabah dan Sarawak dari tempoh pra-penjajahan sehingga sekarang. Selain menganalisa perkembangan-perkembangan dalam pelbagai sektor utama, isu-isu yang timbul daripada proses-proses transformasi sosio-ekonomi juga akan diteliti. Kursus ini juga bertumpu kepada strategi-strategi yang diambil oleh setiap kumpulan etnik sebagai tindakbalas terhadap rangsangan ekonomi, sosial dan politik baru berikutan kolonialisme Barat.

HST 121/4 SEJARAH TANAH BESAR ASIA TENGGARA

Kursus ini meliputi sejarah politik dan sosio-ekonomi negara-negara di Tanah Besar Asia Tenggara (Myanmar, Negara Thai, Kampuchea, Laos dan Vietnam) dari 1800 hingga 1975. Kursus berkenaan mengesan evolusi dan perubahan dalam keadaan-keadaan politik dan sosio-ekonomi dalam tempoh masa yang dikaji, kemaraan kolonialisme Barat dan Asia serta kesan-kesannya, dan timbulnya nasionalisme yang kemudiannya membawa kepada kemerdekaan. Perkembangan-perkembangan utama dalam sejarah politik serantau selepas kemerdekaan akan ditelitikan dalam konteks politik dalaman dan hubungan antarabangsa rantau ini.

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HST 223/3 SEJARAH KEPULAUAN ASIA TENGGARA

Kursus ini mengesan perkembangan Indonesia dan Filipina dari segi sejarah dari masa pemerintahan penjajah sehingga kemunculan negara-bangsa selepas berakhirnya Perang Pasifik. Tema-tema utama kursus termasuk perbandingan sistem-sistem sosio-politik bumiputera di kedua-dua rantau; perubahan yang dibawa oleh kolonialisme Barat dan pendudukan Jepun; nasionalisme dan jalan-jalan menuju ke arah kemerdekaan, negara-bangsa; dan persoalan-persoalan identiti kebangsaan selepas kemerdekaan.

HSC 224/3 SEJARAH ASIA TIMUR

Ini merupakan tinjauan sejarah China dan/atau Jepun dari tempoh terawal sehingga pertengahan abad ke-19. Tema-tema utama termasuk perubahan wangsa, kedatangan kuasa-kuasa Barat dan kesan pengaruh-pengaruh luar ke atas reformasi China dan Jepun. Selain menyusun peristiwa-peristiwa utama mengikut masa, kursus ini menekankan pada keperluan untuk memahami kuasa-kuasa utama yang telah mencetuskan perkembangan-perkembangan sejarah di Asia Timur semasa tempoh masa yang dikaji.

HSI 243/3 SEJARAH ASIA BARAT

Kursus ini merupakan tinjauan sejarah Asia Barat dari masa pra-Islam sehingga Perang Dunia Pertama. Tumpuan utama adalah kebangkitan Islam di rantau tersebut dan kesan-kesan politik dan sosial ke arah pembentukan identiti Arab-Islam.

HSB 233/3 SEJARAH ASIA SELATAN

Kursus ini menganalisa sejarah Asia Selatan, khususnya Sub-Benua India. Ia meliputi tempoh penawanan Bengal oleh British pada 1757 sehingga pencapaian Kemerdekaan pada 1947. Tema utama kursus ini ialah imperialisme dan nasionalisme. Dasar-dasar British dan tindakbalas India terhadap dasar-dasar ini dianalisa secara teliti. Kursus ini mengesan pertumbuhan perbezaan keagamaan yang akhirnya mengakibatkan pemisahan Pakistan daripada India.

HSE 252E/3 HISTORY OF MODERN EUROPE, 1789- 1945

This course surveys the major developments in the political, economic, social and diplomatic history of continental Europe from the French Revolution through to the end of the Second World War. Major themes of the course encompass the transformation and change in the political systems and administrations; revolutions and change; imperialism, nationalism and the emergence of nationhood; international alliances and alignment; war and peace, and the evolution of the international systems. Different historical interpretations among scholars of the major episodes are also discussed.

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HSL 330/3 KERTAS KHAS DALAM SEJARAH DUNIA BARAT

Kursus ini bertujuan untuk mendedahkan pelajar kepada aspek-aspek tertentu dalam sejarah Dunia Barat yang mempunyai kesan-kesan penting ke atas sejarah dunia, khususnya sejarah rantau Asia. Contoh-contoh tema utama kursus ialah Kebangkitan dan kemunculan Amerika Syarikat sebagai sebuah Kuasa Dunia; Sejarah antarabangsa, 1917-1975; Perang Dingin dan pengaruh-pengaruhnya ke atas Dunia Ketiga; Kuasa-kuasa besar di Asia, khususnya Asia Tenggara. Selain mendedahkan pelajar kepada sejarah antarabangsa dan diplomatik, tujuan penting kursus ini ialah memberikan pelajar pemahaman sejarah terhadap peristiwa semasa yang mustahak.

GEOGRAFI HGA 101/4 PENGANTAR GEOGRAFI Objektif kursus ini adalah untuk memperkenalkan pelajar kepada bidang geografi. Rangka kursus dibina berasaskan kepada empat cabang utama yang menghuraikan “bumi sebagai tempat tinggal manusia.” Bumi Atmosfera, Konsep Sains Tanah, Manusia dan Alam Sekitar ialah antara tema yang dikupas berdasarkan kepada contoh-contoh dalam alam sekeliling yang hampir dengan pelajar. HGT 111/4 TEKNIK-TEKNIK DALAM GEOGRAFI Kursus ini merupakan asas dalam Geografi yang bertujuan untuk melatih pelajar dalam penggunaan teknik-teknik geografi dan metodologi asas geografi amali. Pelajar-pelajar akan dibekalkan kemahiran dalam kaedah pemetaan, membaca dan pentafsiran peta, kartografi, kerja ukur, dan pemetaan berkomputer. Kursus ini dirangka untuk membekalkan pelajar geografi dengan pengetahuan dan kemahiran dalam teknik-teknik geografi; memperoleh dan menganalisis maklumat daripada peta topografi; menyediakan peta bertema secara manual; menguruskan dan memaparkan data geografi berkomputer, dan menjalankan kerja ukur di lapangan. HGF 122/3 GEOGRAFI FIZIKAL Kursus ini ialah satu kursus yang luas skopnya untuk membolehkan pelajar mendapatkan gambaran menyeluruh tentang berbagai-bagai bidang yang terkandung dalam Geografi Fizikal. Pelajar akan didedahkan kepada empat bidang utama disiplin ini, iaitu atmosfera dan iklim, hidrologi, geomorfologi dan biogeografi. Setiap bidang memberi penekanan kepada isu dan masalah dan pertalian kedua-duanya dengan manusia. Kajian-kajian kes di luar akan mendedahkan pelajar kepada sistem alam yang menjadi habitat manusia. HGM 132/3 GEOGRAFI MANUSIA Kursus ini bertujuan untuk memperkenalkan pelajar kepada konsep asas geografi manusia dengan meneliti cara unsur kemanusiaan yang unik dan konteks sosial, budaya, demografi dan persekitaran, telah membentuk peri laku ekonomi dan politik manusia

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dalam menghadapi masalah ekonomi dan membuat keputusan. Proses ekonomi dan politik dalam skala yang besar ini telah membentuk dan menentukan lanskap manusia. Di samping memberi pertimbangan kepada masyarakat tradisional dan komuniti luar bandar, kursus ini akan memberi penekanan kepada kawasan bandar dan proses perbandaran yang menjadi unsur penting dalam geografi pada masa hadapan. HGM 238/3 EKONOMI DAN RUANG Kursus ini menghuraikan beberapa konsep, proses dan mekanisme geografi ekonomi dunia, khususnya fenomena taburan aktiviti ekonomi yang tidak merata (termasuk kewujudan pembangunan dan kemunduran ekonomi). Bukti empirikal di peringkat antarabangsa dan geografi ekonomi dan pembangunan di peringkat nasional akan diketengahkan bagi menjelaskan proses dan mekanisme yang terlibat. Pendekatan kursus bertumpu kepada kupasan terhadap persoalan tertentu; misalnya menjelaskan sumbangan pendekatan geografi kepada fenomena ekonomi dalam ruang. Berdasarkan perspektif ini proses ekonomi dilihat sebagai terpancang (embedded) atau terkandung di tempat tertentu, di tempat ini pola dan aliran aktiviti ekonomi dalam ruang dibukti dan dikupas, dan ruang ekonomi dan skil dianggap sebagai ambang dan konstruksi sosial. HGG 250/3 MASYARAKAT, RUANG DAN ALAM SEKITAR Aktiviti masyarakat mempengaruhi persekitaran dan sebaliknya persekitaran mempengaruhi masyarakat. Kursus ini akan membincangkan aktiviti manusia dan cara aktiviti itu mempengaruhi alam sekitar. Elemen alam sekitar yang menjadi tumpuan ialah air, marin dan atmosfera yang melibatkan aktiviti seperti perbandaran, pertanian, pelancongan dan segala hal lain yang berkaitan dengan perkembangan dan peri laku masyarakat. KESUSASTERAAN

HKA 101/4 PENGANTAR KESUSASTERAAN

Kursus ini merupakan kursus yang memperkenalkan asas bagi bidang kesusasteraan sebagai satu disiplin yang khusus. Mereka yang ingin mengkhusus dan minor di dalam bidang kesusasteraan perlu mendaftar dan lulus kursus ini. Kursus ini akan memperkenalkan kepada penuntut konsep-konsep dan tumpuan bidang tertentu di dalam Pengajian Kesusasteraan. Penuntut-penuntut akan diperkenalkan kepada definisi pengajian kesusasteraan dan perbezaan di antara kreativiti dan penikmatan dengan pengajian yang bersifat saintifik. Paksi kepada masalah objektiviti vis-à-vis subjektiviti akan dikupas secara teliti. Tumpuan utama kursus ini ialah teori, kritikan dan sejarah pendekatan-pedekatan yang biasa digunakan akan dihuraikan secara umum dan contoh-contoh kesusasteraan Melayu dan Kesusasteraan dunia lainnya akan diberikan. Penekanan kursus ini adalah aspek binaan sastera dan aspek-aspek amali di dalam menganalisis kesusasteraan. Ini bermaksud ia bukan merupakan kursus sejarah kesusasteraan dari mana-mana masyarakat tetapi hubungan dengan sejarah sastera dan sejarah masyarakat akan dikaitkan di mana-mana perlu. Oleh itu pembacaan teks-teks tertentu dan keupayaan menganalisis adalah sangat–sangat diperlukan dari segi

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pembelajaran. Jenis-jenis hasil sastera yang akan disentuh merangkumi sebahagian novel, cerpen, puisi dan drama.

HKN 101/4 PUITIKA DAN KONVENSI KESUSASTERAAN NUSANTARA

Kursus ini akan mendedahkan kepada penuntut tentang konsep puitika dan konvensi dalam pengajian kesusasteraan Nusantara khususnya dalam kesusasteraan Melayu tradisional. Pada peringkat awal, penuntut akan diperkenalkan dengan definisi puitika dan konvensi secara umum dan kemudian menjurus kepada puitika dan konvensi kesusasteraan Melayu tradisional. Antara persoalan yang akan dibicarakan termasuklah yang berkaitan dengan falsafah, maksud dan matlamat asas penciptaan karya sastera, dan selanjutnya aspek unsur-unsur, nilai-nilai dan corak karya sastera. Persoalan-persoalan lain seperti konsep keindahan, suasana-rasa (mood), corak penyampaian (mode), hierarki dan hubungan pengarang dan karya sastera khalayak dan lain-lain hal yang berkaitan juga akan disentuh. Contoh dari pelbagai genre kesusasteraan Melayu seperti pantun, syair, penglipulara, romans, panji, epik, sastera sejarah dan karya-karya dari kesusasteraan Sufi akan diberikan. Pendekatan-pendekatan daripada sarjana-sarjana seperti Muhammad Haji Salleh, A. Teeuw, Braginsky dan G.L Koster akan digunakan di dalam meneliti puitika dan konvensi kesusasteraan Melayu tradisional.

HKT 121/4 TEORI DAN KRITIKAN SASTERA

Kursus ini akan mengkaji bagaimana teori sastera dapat menjelaskan hakikat kesusasteraan. Pemahaman ini akan memberi ruang kepada kajian tentang kritikan sastera. Kajian terhadap kritikan sastera meliputi maksud, fungsi dan jenis kritikan. Kritikan sastera yang dikaji meliputi kritikan tradisional, moden, pascamoden dan pascakolonial. Antara kritikan yang dikaji ialah kritikan biografikal, kritikan baru, kritikal resepsi, kritikan feminis, kritikan eko, kritikan dekonstruksi, kritikan pascakolonial (termasuk kritikan subaltern) dan kritikan rasa-fenomenologikal. Kursus ini juga akan menganalisis karya-karya sastera tempatan dan antarabangsa berdasarkan kritikan-kritikan yang dipelajari.

HKB 317/4 KESUSASTERAAN KANAK-KANAK

Dalam kursus ini, pelajar akan membaca dan menganalisis pelbagai genre kesusasteraan kanak-kanak. Selain karya-karya dari Barat, tumpuan akan diberikan kepada karya-karya daripada Asia. Dalam konteks ini kaedah dan pendekatan perbandingan akan dijalankan. Pelajar akan diajar untuk mengkaji karya berkenaan daripada pelbagai perspektif kritis, latar budaya dan sejarah, dimensi gaya dan budaya serta peranannya dalam perkembangan emosi dan kognitif kanak-kanak. Pelajar juga didedahkan kepada konteks perkembangan teknologi dan media terkini. Dalam konteks fungsi, perhatian akan diberikan kepada perkembangan antara karya dengan kecerdasan emosi yang menjadi salah satu aspek penting masa kini. Pelajar akan diajar bagaimana caranya menggalakkan dan memandu kanak-kanak membuat apresiasi terhadap karya.

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HKN 207/4 FIKSYEN DAN DRAMA MELAYU DAN INDONESIA MODEN

Kursus ini akan meliputi tiga genre iaitu novel, drama dan cerpen. Skop kajian merangkumi aspek pensejarahan perkembangan novel, cerpen dan drama Melayu dan Indonesia moden yang bermula di dalam zaman Balai Pustaka hingga ke kontemporari, serta kajian secara tekstual akan karya-karya yang terpilih dari tiga genre berkenaan. Pemilihan karya dibuat berdasarkan keunikan nilai estetika yang merangkumi penerapan pelbagai implikasi seperti falsafah, agama, sosiologi, politik dan psikologi atau karya-karya yang dapat mewakili zaman-zaman dan dekad-dekad tertentu yang memperlihatkan adanya berbagai-bagai penerapan teori dan aliran yang terkini.

HPW 102/2 PEMIKIRAN KRITIS Kursus ini bertujuan menolong pelajar berhujah dengan lebih berkesan, dan menganalisis hujah-hujah yang didapati dalam bahan bacaan mereka secara lebih efektif. Analisis akan dibuat terhadap petikan terpilih daripada bahan-bahan dalam bidang sastera dan sains. Untuk memastikan analisis yang berkesan pelajar perlu mengetahui pelbagai kemahiran yang digunakan dalam bidang logik dan pemikiran seperti: i. Falasi-falasi informal seperti penggunaan sebab palsu (false cause), berhujah dari bahagian ke keseluruhan (composition), berhujah dari keseluruhan ke bahagian (division), membuat generalisasi secara tergesa-gesa (hasty generalization), hujah berbelit-belit (circular reasoning), menyampaikan perbandingan yang tidak tepat (false analogy), ekuivokasi (equivocation), merayu kepada perasaan (appeal to emotion), dan lain-lain lagi. ii. Cara menggunakan contoh lawan dan hujah lawan (counter examples dan counter arguments) untuk mengkritik atau menentang hujah yang lemah (atau hujah yang disampaikan oleh pihak lawan). iii. Perkara-perkara teknikal daripada bidang logik yang dapat diaplikasi secara luas; seperti perbezaan antara hujah deduktif dengan hujah induktif, cara membezakan antara silogisme yang valid dengan tidak valid, maksud hujah yang bernas (sound arguments, as opposed to arguments that are only valid), pertalian antara pernyataan seperti implikasi, kontradiksi, kontrari, subkontrari, konsistensi, dan lain-lain lagi.

203

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HTV 201/2 TEKNIK BERFIKIR Kursus ini mendedahkan kepada pelajar pelbagai stail pemikiran yang diperlukan dalam kehidupan harian, akademik dan profesional. Stail-stail pemikiran yang diperkenalkan termasuk pemikiran kreatif, analitikal, kritikal, logikal, vertikal, lateral dan proaktif. Kaedah-kaedah tertentu untuk menjana pelbagai stail pemikiran seperti peta minda dan provokasi dibincangkan. Kursus ini juga mendedahkan kepada pelajar pelbagai alatan berfikir untuk meluaskan dan mendalamkan daya persepsi. Pelajar dilatih mengaplikasikan stail dan alat berfikir yang diperkenalkan untuk menyelesaikan berbagai masalah berdasarkan bidang pengajian mereka. Batas-batas penggunaan beberapa teknik berfikir yang biasa digunakan juga dibincangkan.

204

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Page 206: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

SENARAI KURSUS MENGIKUT SEMESTER SARJANA MUDA PENDIDIKAN [PENDIDIKAN KHAS]

Kod Kursus Tajuk Kursus Semester Ditawarkan

PGA 101/3 Pelajar dan Keperluan Pembelajaran I & II

PGA 102/3 Perkembangan Intrapersonal & Interpersonal Remaja

I & II

PGT 202E/3 Basic Educational Measurement and Evaluation I & II

PGT 203/3 Kemahiran Komunikasi dan Interpersonal untuk Guru

I & II

PGM 221/4 Teori-teori Pembelajaran Kognitif I

PGT 219/3 Pengantar Kaedah Mengajar Ilmu Kemanusiaan I & II

PPG 210E/3 General Science Teaching Methods I I

PGT 342/2 Kemahiran Kepemimpinan Guru I

PGT 303/3 Pengantar Penyelidikan & Kajian Tindakan II

PGT 432E/3 Information and Communication Technology in Education

II

PPK 101/3 Pengantar Pendidikan Khas I

PPK 102/3 Perkembangan dan Pembelajaran Insan I

PPK 201/3 Pengesanan, Diagnosis & Penilaian Kanak-kanak I

PPK 221/4 Kemahiran Membaca, Menulis dan Mengira dalam Pendidikan Khas

II

PPK 222/4 Kemahiran Vokasional dalam Pendidikan Khas II

PPK 223/4 Kemahiran Hidup dalam Pendidikan Khas II

PPK 290/2 Internship I Tambahan

PPK 331E/4 Technology and Innovation for Special Education I

PPK 332/4 Pendidikan Khas Peringkat Awal Kanak-kanak I

PPK 333E/3 Music, Art & Physical Education Therapy II

PPK 334/4 Pengurusan Masalah Emosi dan Tingkah laku Kanak-kanak Keperluan Khas

I

PPK 335/3 Masalah Bahasa dan Komunikasi II

205

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Kod Kursus Tajuk Kursus Semester Ditawarkan

PPK 490/10 Praktikum Pendidikan Khas II

PPK 211/4 Masalah Pembelajaran I

PPK 212/4 Masalah Pendengaran I

PPK 213/4 Masalah Penglihatan I

PPK 311/3 Pendekatan Pengajaran Pelajar Bermasalah Pembelajaran

II

PPK 312/3 Pendekatan Pengajaran Pelajar Bermasalah Pendengaran

II

PPK 313/3 Pendekatan Pengajaran Pelajar Bermasalah Penglihatan

II

PPK 431/4 Pendekatan Pengajaran Pelajar Disleksia II

PPK 432/3 Kanak-kanak Terencat Akal I

PPK 433/3 Pelajar Pintar Cerdas dan Berbakat II

PPK 434/3 Masalah Fizikal dan Keperluan Kesihatan I

PPK 435/4 Kaunseling Keluarga Kanak-kanak Khas II

PPK 436/3 Seminar Isu-isu Pendidikan Khas I

206

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Page 208: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

SENARAI KURSUS MINOR MENGIKUT SEMESTER BIDANG SAINS

Kod Kursus

Tajuk Kursus Semester Ditawarkan

Mulai Sidang

Biologi BOI109/4 Biostatistics I & II BOM111/4 Biodiversity I BOM112/4 Basic Ecology I BOM113/4 Cell Biochemistry II BOM114/4 Fundamental Genetics II BBT211/3 Plant Kingdom I BBT212/3 Comparative Plant Anatomy I BBT213/4 Plant Physiology and Development II BGT211/4 Entomology I BMT206/3 Physiology and Nutrition of Microbes II BOT205/3 Microscopy and Histological Techniques II BST203/3 Population and Community Ecology II BST204/3 Tropical Ecosystems II BZT211/3 Invertebrate Zoology I BZT212/3 Vertebrate Zoology I BZT 214/3 Animal Physiology I BBT301/3 Plant Genetics I BBT302/3 Economic Botany I BBT304/3 Plant Tissue Culture II BST312/3 Conservation Ecology and Natural

Resources I

BZT311/3 Biology of Vertebrate Pest Animals I Kimia KTT111/3 Kimia Takorganik I I & II

KOT121/3 Kimia Organik I I & II

KFT131/3 Kimia Fizik I II

KAT141/3 Kimia Analisis I I

KUT/101/2 Kimia Amali Am I I & II

KUT102/2 Kimia Amali Am II I & II

KTT212/3 Kimia Takorganik II I

KOT222/3 Kimia Organik II I

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Page 209: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Kod Kursus

Tajuk Kursus Semester Ditawarkan

Prasyarat

KFT232/2 Kimia Fizik II II

KIE232/2 Sains Koloid dan Permukaan II

KOE221/2 Kimia Hasilan Semulajadi II Matematik MAA 101/4 Kalkulus untuk Pelajar Sains I I MAA 111/4 Aljabar untuk Pelajar Sains I MAA 161/4 Statistik untuk Pelajar Sains I MAA 102/4 Kalkulus untuk Pelajar Sains II II MAT 122/4 Persamaan Pembezaan I II MAT 203/4 Kalkulus Vektor I MAT 263/4 Teori Kebarangkalian I MSS 211/4 Aljabar Moden II MSG 162/4 Kaedah Statistik Gunaan II MSG 262/4 Kawalan Mutu II

208

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Page 210: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

Kod Kursus

Tajuk Kursus Semester Ditawarkan

Prasyarat

Fizik ZCA 101/4 Fizik I (Mekanik) I & II - ZCA 102/4 Fizik II (Keelektrikan dan

Kemagnetan) I & II -

ZCA 110/4 Kalkulus dan Aljabar Linear I - ZCT 191/2 Amali Fizik I I - ZAE 282/3 Sains Bahan I (C) ZCT 212/2 ZCT 210/4 Analisis Kompleks I (S) MAA 101/4

Atau (S)ZCA 110/4

ZCT 211/2 Analisis Vektor I (S) MAA101/4 Atau ZCA110/4

ZCT 212/2 Termodinamik I (S) ZCA102/4 ZCT 213/2 Optik I (P) ZCT 103/3 ZCT 293/2 Amali Fizik III I (S) ZCT 192/2 ZCT 307/3 Fizik Keadaan Pepejal I I (S) ZCT 207/2 ZCT103/3 Fizik III (Getaran, Gelombang dan

Optik) II -

ZCT 104/3 Fizik IV (fizik Moden) II - ZCT 106/3 Elektronik I II (S) ZCA 102/4 ZCT 206/3 Elektronik II I ZCT106/3 ZCT 192/2 Amali Fizik II II (S) ZCT 191/2 ZCE 208/2 Klasikal Mekanik II (P) ZCA 101/4

(S) ZCT 210/4 ZCT 211/2

ZCT 205/3 Mekanik Kuantum II (S) ZCT 104/3 ZCT 207/2 Mekanik Statistik II (S) ZCT 212/2 ZCT 218/3 Kaedah Matematik II (S) ZCT 210/4

(S) ZCT 211/2 ZCT 294/2 Amali Fizik IV II (S) ZCT 293/2 ZCE 341/4 Kajian Tenaga II (S) ZCT 106/3 ZCT 304/3 Keelektrikan dan Kemagnetan II (P) ZCA 102/4

(S) ZCT 210/4 ZCT 211/2

ZCT 317/3 Fizik Keadaan Pepejal II II (S) ZCT 307/3 ZCT 390/6 Projek Fizik Tulen I & II (S) ZCT 294/2 ZCE 275/4 Pengantar Astronomi II -

*(Kursus ZCA 110/4 merupakan kursus tindihan dengan kursus MAA 101/4 dan MAA 111/4. Pelajar hanya boleh mengikuti salah satu jenis kursus)

209

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Page 211: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

BIDANG SASTERA

Bahasa Malaysia HMA101/4 Pengantar Bahasa Malaysia I

HMT221/4 Fonetik dan Fonologi Bahasa Malaysia II

HMT222/4 Sintaksis Bahasa Malaysia II

HMT223/4 Morfologi Bahasa Malaysia I

HMT321/4 Semantik Bahasa Malaysia I Bahasa Inggeris HEA101/4 Introduction to English Language Studies I

HET123/4 A Study of Language II

HET224/4 Style in Contemporary Literature in English II

HET322/4 Language, Power and Ideology II

dan pilih:

HET321/4 Writing for Professional Purposes I

Atau

HXE308/4 English for Specific Purposes II Sejarah HSA101/4 Pengantar Sejarah I

HSM116/4 Sejarah Politik Malaysia Sehingga Awal Abad Ke-20

II

HSM210/3 Sejarah Sosio-Ekonomi Malaysia II

HST121/4 Sejarah Tanah Besar Asia Tenggara II

HST223/3 Kepulauan Asia Tenggara I

HSC224/3 Sejarah Asia Timur I

HSI243/3 Sejarah Asia Barat II

HSB233/3 Sejarah Asia Selatan II

HSE252E/3 History of Modern Europe, 1789 - 1945 II

HSL330/3 Kertas Khas dalam Sejarah Dunia Barat I Geografi HGA101/4* Pengantar Geografi I & II

HGT111/4 Teknik-teknik dalam Geografi I & II

HGF122/3 Geografi Fizikal I & II

HGM132/3 Geografi Manusia I & II

HGM238/3 Ekonomi dan Ruang I & II

HGG250/3 Masyarakat, Ruang dan Alam Sekitar I & II

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Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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Kesusasteraan HKA101/4 Pengantar Kesusasteraan I

HKN101/4 Puitika dan Konvensi Dalam Kesusasteraan Nusantara

II

HKT121/4 Teori dan Kritikan Sastera II

HKN202/4 Kajian Teks Melayu Klasik I

HKN207/4 Fiksyen & Drama Melayu & Indonesia Moden

II

BIDANG MULTIMEDIA

Kod/Unit Kursus

Tajuk Kursus Semester Ditawarkan

QMT112/3 Aplikasi Perisian Komputer I QMT 212/3 Rekabentuk Instruksi I QMT213E/3 Digital Audio and Video II QMT222/4 Grafik 2D, 3D dan Animasi II QMT323E/4 Design and Development of Web Based

Instruction II

QMT324E/3 Multimedia Authoring I & III

211

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
Page 213: Sarjana Muda Pendidikan(TESOL & Pendidikan Khas)

MAKLUMBALAS PEMBACA

Arahan:

kandungan Buku Panduan Rancangan Pengajian (BPRP) ini. Maklumat ini amat berguna untuk penambahbaikan BPRP ini pada masa akan datang. Semua maklumat yang diberikan adalah SULIT. Skala: Sila nyatakan pilihan anda dengan menggunakan lima skala di bawah: 1 = Amat Tidak Bersetuju; 2 = Tidak Bersetuju; 3 = Tidak Berkenaan; 4 = Bersetuju; 5 = Amat Bersetuju ________________________________________________________________________ 1. Buku Panduan ini amat berguna 1 2 3 4 5 2. Maklumat yang disediakan adalah tepat 1 2 3 4 5 Jika pilihan anda 1 atau 2, sila nyatakan tajuk isi kandungan dan muka surat 3. Maklumat yang disediakan oleh Buku Panduan ini adalah jelas dan mudah difahami. 1 2 3 4 5 4. Secara keseluruhan, kualiti Buku Panduan ini adalah baik dan memuaskan. 1 2 3 4 5 5. Apakah maklumat lain yang anda rasakan perlu untuk memantapkan Buku Panduan ini? Jika ada sebarang maklumbalas sila majukan borang ini ke Pejabat Am Pusat Pengajian sebelum Sidang Akademik 2009/10 berakhir.

Sila berikan maklumbalas berkenaan isi

212

Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no
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Prinect Color Editor
Page is color controlled with Prinect Color Editor 2.0.32 Copyright 2004 Heidelberger Druckmaschinen AG To view actual document colors and color spaces, please download free Prinect Color Editor (Viewer) Plug-In from: http://www.heidelberg.com Applied Color Management Settings: Output Intent (Press Profile): Print Gray.icm RGB Image: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no RGB Graphic: Profile: ECI_RGB.icc Rendering Intent: Perceptual Black Point Compensation: no CMYK Image: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no CMYK Graphic: Profile: OffsetEuro U360 K85 V25PO4.icm Rendering Intent: Perceptual Black Point Compensation: no Preserve Black: no Gray Image: Profile: Print Gray.icm Rendering Intent: Relative Colorimetric Black Point Compensation: no Gray Graphic: Profile: Print Gray.icm Rendering Intent: Perceptual Black Point Compensation: no Device Independent Image: Rendering Intent: Relative Colorimetric Black Point Compensation: no Device Independent Graphic: Rendering Intent: Perceptual Black Point Compensation: no Turn R=G=B (Tolerance 0.5%) Graphic into Gray: yes CMM for overprinting CMYK graphic: yes Gray Image: Apply CMYK Profile: no Gray Graphic: Apply CMYK Profile: no Treat Calibrated RGB as Device RGB: no Treat Calibrated Gray as Device Gray: yes Remove embedded non-CMYK Profiles: yes Remove embedded CMYK Profiles: yes Applied Miscellaneous Settings: All Colors to knockout: no Pure black to overprint: yes Limit: 100% Turn Overprint CMYK White to Knockout: no Turn Overprinting Device Gray to K: yes Enable Overprint in Device CMYK: yes Create "All" from 4x100% CMYK: yes Delete "All" Colors: no Convert "All" to K: no